faculty senate minutes approved by faculty senate on ...€¦ · an sga volunteer activity will be...

Jan. 22, 2015

3:30 p.m.

Westlie Room

FACULTY SENATE MINUTES – Approved by Faculty Senate on February 5, 2015

In Attendance: Lenore Koczon, DeVera Bowles, Joseph Jastrzembski (for ShaunAnne

Tangney), Jane la Plante, Jean François Mondon, Mikhail Bobylev, Stephen Hayton, Deanna

Klein (for Lori Willoughby), Chris Keller, Linda Cresap, Zeni Shabani, Jessica Christy (for

Linda Olson), Laurie Geller, Eric Furuseth (for Kevin Neuharth), Paul Cristofaro (for Aili

Smith), Mark Singer (for Harry Hoffman), Daniel Ngugi, Jacob Sowers, Scott Kast, Cheryl

Nilsen, Tom Seymour, Ann Beste-Guldborg, Orlene Schroeder, Connie Geyer, Lesley Magnus,

Johnna Westby, Rebecca Porter, Chelsea Geis

Absent: Steve Shirley, Draza Markovic, Kevin Gilgallon

Guests: Bryan Schmidt, Joe Engler, Vicki Michels, Deb Olson, Erica Ziegler, Cole Krueger

Meeting called to order at 3:30 pm by President DeVera Bowles

AGENDA

1. Opening / Attendance / Seating of Alternate Delegates

Deanna Klein for Lori Willoughby, Paul Cristofaro for Aili Smith, Jessica Christy

for Linda Olson, Eric Furuseth for Kevin Neuharth; Joseph Jastrzembski for

ShaunAnne Tangney; Mark Singer for Harry Hoffman

Hayton moved, Nilsen seconded; motion approved.

2. Approval of minutes from Dec. 4, 2014

Nilsen moved; Ngugi seconded; motion approved.

3. Agenda Updates – none

4. Announcements / Comments from the Faculty Senate President

Distinguished Lifetime Educator Awards – Let DeVera Bowles know about

nominations.

Read the charge to the Ad Hoc Committee for Student Evaluations and the charge

to Budget and Salary Committee.

5. Administrative Reports

VPAA’s Report - Dr. Lenore Koczon

o William Jerome “Will” Shirley was born at 1:46 this morning. He was a

very early arrival, 13 weeks ahead of his due date.

o Summarized the report to legislature.

o Asked to report retention and graduation statistics to the legislature – 40%

graduation rate; first time MSU has cracked that.

o Today is last day for 100% drop/add.

o Numbers for spring 2015 – up 15 students from spring 2014 – 3,298

students; biggest increase is at MAFB.

o From NDUS to the respective councils: New policy that all campuses in

the state must maintain HLC accreditation; new policies on termination

and creation of policies; new admission standard policies they are

considering.

o Re-advertising the position for Research and Sponsored Programs and

continuing the search for the Dean of the College Teacher Education and

Health Sciences.

o Question: When will student evaluations be available so faculty can write

evaluations? Can we move back due date? Answer: Yes, the date can be

moved.

o Question: Where are we in the HLC writing team? Answer: Only Linda

Cresap has volunteered.

6. Report by SGA Representative

An SGA volunteer activity will be discussed at next meeting.

New names for positions are being created since MSU Life and SGA separated

Club Fair was held during first week of spring semester.

Website changes being made due to split of MSU Life and SGA.

During the Dec. 8 SGA meeting, the fee schedule changed due to the split. The

spring budget will stay the same, and the fall budget will change.

Next meeting Feb. 26

7. Report by Staff Senate Representative - Rebecca Porter

Cookbooks are on order. They will be for sale in about three weeks for $15 each.

Staff Senate is gearing up for a silent auction.

8. Report from Eric Furuseth – Academic Hall of Fame

Taking nominations

Deadline is April 1

Details are available online.

9. Old Business –

Revised charge to student evaluation ad hoc committee (see above in

announcements)

Distinguished Lifetime Educator Award (see above in announcements)

10. New Business

Enrollment services – Erica Ziegler and Cole Krueger “Seal the Deal!”

o Many students apply but never enroll.

o Previously, out of 2344 applicants, 1600 were accepted, and 1152

enrolled.

o Asking departments to reach out to applicants to help them seal the deal

by writing a personal note to potential students.

o Joseph Jastrzembski suggested Enrollment Services proactively reach out

to chairs and ask to come to department meetings.

Curriculum Items – Linda Cresap

Foreign Language – LANG 095, added LANG 451 to BA and BSEd as

options; motion approved

Math – ASC 91, ASC 93; motion approved.

o Discussion about the developmental/remedial math courses

ensued. Concerns were voiced about the number of courses

students must take that do not count toward graduation.

POLS – POLS 325; motion approved.

Psych – PSY 515; changes to Ed.S. program; motion approved (1 opposed

and 1 abstained)

Announcement: There is a new Sharepoint site for Faculty Senate

curriculum items.

Gen Ed Committee – Jean François Mondon; motion approved

SCI 405 for IP2

PSY 465 for CCS5

PSY 349 for CCS5

PSY 241 for required core: math

o Discussion ensued about the prerequisites and course’s similarity

to MATH 210

LANG 095 for PSR2

HUM 252 forCCS4

ART 310 for CCS3

ART 311 for CCS3

ART 420 for CCS3

ART 315 for IP1

ART 112 for CCS4

11. Closure

Rebecca Porter announced there is one more curriculum meeting on Feb. 3 in

order to meet the catalog deadline.

Nilsen moved to adjourn at 4:41 p.m.

Respectfully submitted,

Laurie Geller, Ed.D.

FS Secretary

Courses passed by GE 11121 and 12/4:

SCI405 for IP2 /

PSY 465 for CCS5 V PSY349 for CCS5 /

PSY241 for Required Core: Math ~ LANG095 for PSR2 V HUM252 for CCS4 V ART310forCCS3 J ART311 for CCS3 V

ART420 for CCS2 ./

ART315 foriP1 ._/

ART315forCCS2 /

ART112 for CCS4 /

General Education Approval Tracking Form

As of 26 January 2014

Course Subject and Number:

1

j/_!ivj 3L/i Number of Credits: 3 course Title: /i;JJizophctrm a__{!() /ofk/ Check only one of the topic areas below. If a course is going to meet more than one topic area

below please use a separate form for each topic area.

Required Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310

Foundational Content

FC1 Arts & Humanities

FC2 Lab Science

FC3 Social Science

_ FC3 History

General Education Chair Signature and Date

Faculty Senate Secretary Signature and Date

Vice President of Academic Affairs Signature and Date

Critical Capacities (CCS) Skills

_ CCS1 Problem Solving

_ CCS2 Information Literacy

_ CCS3 Critical Reading

_ CCS4 Quantitative Literacy

X cess Oral/Written Communications

CCS6 Coiiaboration

Personal and Social Responsibility (PSR)

_ PSR1 Relationships and Value Systems

_ PSR2 Responding to Community Needs

_ PSR3 Individual Well-Being

Interconnecting Perspectives (IP)

_ IP1 Knowledge

_ IP2 Experience

Application for Inclusion in MSU Centennial Curriculum

Area: CCSS Oral/Written Communication

Course: PSY 349, Psychopharmacology

Contact Person: Shirley Cole-Harding, Ph.D.

Proposing Department: Addiction Studies, Psychology and Social Work

Attach to this form the following:

1. Core syllabus common to all sections of the proposed course. {See attached) 2. Narrative that explain how the proposed course addresses the description,

learning outcomes, and course guidelines:

"Students will learn to communicate effectively with others when figuring out solutions to complex problems."

Description of a specific student work product/assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery of the learning outcomes.

Area specific details:

CCS S requires students to demonstrate the ability to communicate effectively with others when figuring out solutions to complex problems.

Narrative: A series of essays will be assigned that will answer a complex question regarding pharmacology and behavior:

There will be one 4-5 page paper worth 100 points required. You will be able to access questions from Blackboard- randomly selected from a pool, will be made available at the beginning of the semester. At least 5 references are suggested. Cite per APA style and include an APA style Reference page.

Grading: The essay will be graded as follows:

1. depth of discussion of the question- be very careful to answer the question you were assigned. The title should be the exact question.

2. quality of the resources (original research counts most, but an interview with an appropriate person will also count if you cite it properly). Online reference works are ok, but be careful of the quality of the information. if you have questions about the resources, ask me or a librarian- they love to help with this.

3. synthesis of the ideas in the articles you read (in other words, don't merely summarize each article in turn)

4. organization and clarity of writing 5. a summary at the end of the paper that includes your own ideas about the issue.

6. appropriate use of APA style for a research article, in-text citations and a reference list.

7. For online writing help, go to the "OWL at Purdue". It has language usage help as well as a guide to APA writing styles. We'll go over the style in class.

One deviation from the rubric will be that the Syntax, Grammar & Delivery will be graded at the highest level if it "Uses straightforward language that conveys meaning". This is a good standard for scientific writing.

Assessment Rubrics for CCS S:

Oral/Written Advanced (4) Sufficient (3) Basic (2) Insufficient {1) Communication Skill

Targeting Demonstrates a Demonstrates Demonstrates Demonstrates thorough adequate awareness of minimal attention understanding of the understanding of the audience and to audience and audience and the audience and purpose. purpose. purpose of the purpose of the writing/presentation. writing/presentation.

Content Develops Develops Develops Develops Development and appropriate, appropriate and appropriate appropriate Organization relevant, and relevant content that content that is content to develop

compelling content is organized and somewhat only very simple

that is organized and developed in a organized and ideas and is poorly developed in a logical sequence. developed. organized. logical sequence.

Sources and Demonstrates skillful Demonstrates Demonstrates an Demonstrates an Evidence use of high quality, consistent use of attempt to use attempt to use

credible, relevant credible and relevant credible and sources to support sources. sources. relevant sources. ideas.

Syntax, Grammar, Uses graceful Uses straightforward Uses language that Uses language that and Delivery language that language that generally conveys sometimes impedes

communicates with conveys meaning. meaning but meaning because of clarity and fluency. includes some errors in language.

errors.

Psychology 349 on campus- Psychopharmacology, Spring, 2013

Professor: Dr. Shirley Cole-Harding, Professor Office: Memorial Hall, #230N Phone: 858-3044, FAX# 701-858-4260 Office Hours: By arrangement. email: I prefer email through Blackboard, but here's my campus email: shirley.cole[email protected] I'll also check class email most evenings and will promise to get back to you within 24 hours. Textbook: Levinthal, C. F. (2012). Drugs, Behavior, and Modern Society -7th ed. Boston, MA: Allyn & Bacon.

Goal: For students to understand the ways in which psychoactive drugs affect the brain and behavior, including the processes of addiction and recovery.

Objectives: Students will learn the pharmacological and behavioral effects of a number of psychoactive drugs (you'll learn what this term means). The course includes licit as well as illicit drugs (you'll learn what those terms mean too). In order to understand these concepts, background knowledge in neurobiology, chemistry and pharmacology will be presented.

Methods of Student Evaluation:

1. Online Quizzes (170 points): Seventeen 10-point quizzes, randomly selected questions-different every time

• Available all semester • True-False questions • 10 questions worth 1 points each • May be repeated unlimited number of times- highest grades count • 10 minutes to complete quizzes

Z. Exams (180 points): Three in class exams (not including the final) with 60 multiple choice questions worth 1 point each.

• Exam 1- (2/20/13) Chapters 1- 5: There will be 10 questions each from Chapters 1 and 2, 20 questions from Chapter 3, and 10 questions each from Chapters 4-5, a total of 60 points. There are more questions from Chapter 3 because this course counts for the biological requirement for the Psychology major.)

• Exam Z- (4/3/13) Chapters 6- 11: 10 questions from each chapter= 60 points. • Exam 3- (5/6/13, noon) Chapters 12 -17: 10 questions from each chapter= 60 points

3. Final Exam- The online final exam will include five questions from each chapter. Thus the exam wiii have 85 questions worth 2 points each, a totai of 170 points. You will have 85 min. to complete the test. You may take the final as many times as you wish, but the questions will be different every time. The final exam will be available only from Saturday, May 4 at 8:00am through midnight, May 11.

Note: The quizzes and exams may contain other items from the study lists that are not in the book. They will be from the notes.

4. PAPER: You will be required to write one 4-5 page paper (type-written, double-spaced) which will be worth 100 points, to be submitted no later than Aprill5, 2013.

TOPICS: You may choose an issue that is important to addiction. For Example:

• The Point/Counterpoint "debates" at the end of each section- see the index for the page numbers. Choose any one of the debates.

• Choose a paper cited within the course and discuss the information presented. • Pick any issue that is pertinent to psychopharmacology. The more original, the

better the grade. • To make sure your topic will make a feasible paper, please run the idea by me

before you get too for into it.

STYLE:

• This is to be a formal academic paper. • It must be written APA style (See item 7 below) and submitted in a Word file.

SOURCES OF INFORMATION: Outside sources will count 30% of your grade (without outside references, the best you can get is a C), but please cite the sources of all information within the text of the paper (per APA style) or your references will not count.

GRADING: The paper will be graded as follows:

1) depth of discussion of the issue

2) quality of the resources (original research counts most, but an interview with an appropriate person will count almost as much). Online reference works are ok, but be careful of the source of the information. If you have questions about the resources, ask me or a librarian -they love to help with this.

3} synthesis of the ideas in the articles you read (in other words, don't merely summarize each article in turn)

4) organization and clarity of writing

5) a summary at the end of the paper that includes your own ideas about the issue.

6) appropriate use of APA citations and a reference list.

7) For online writing help, go to the "OWL at Purdue". It has language usage help as well as a guide to APA writing styles.

Pre-grading feedback (P-GF):

You may submit the paper early for pre-grading feedback- I'm a picky ex-English major- so you may learn something about writing and increase your chances for an A. For P-GF, submit the paper no later than 3-22-13.

PET PEEVES: Please edit your paper to make it as clear and brief as possible- I hate it when people run on and on. I also hate misspellings and other typos. If the paper is longer than 3 pages, it had better be interesting reading!

SUBMITTING THE PAPER:

HOW:

• The paper is to be submitted online through SafeAssign, which is a plagiarism checker.

• A link to SafeAssign and directions for submitting papers can be found on the home page for the class.

• This is not supposed to be a gotcha experience, but a learning experience. • When you submit through SafeAssign, you may redo and re-submit until the

matching is less than 10%. • If you have used quotes, they will be picked up as copying. If those are the

only passages marked copied, you are ok.

WHEN:

• "PG-F"- 3-22-13 • Final Draft - 4-15-13.

4. Extra Credit: You my earn up to 22 points as extra credit

Discussion items:

• On the Discussion Board, I will post links to newspaper or other articles of interest regarding drugs and society.

• S points for an article comment • 3 points for commenting on other people's comments- up to 2 comments on

the comments-• 11 points total. • Must be submitted no later than 4-30-13

D,.r+ .,,.,,,. n~nar• I ""~L J"'WI ............... o

• You may also post your paper on the discussion board • Earn 5 points extra credit. • Post comments on others' papers • 3 points per comment, up to 2 comments, a total of 11 points • due by 4-30-13.

Summary of Points:

Table: Assignment and Points

----r;;::-;:-Assignments 1Points

[Quizzes [170 JExams J 180

[FinaiExam [110

[Papers ~ [Total Possible Points ~

. .

Grade Distribution:

Table: Grade and Percentage

I Grade [Percentage

fA r 93-100

I B I 85-92

I c I 70-84

I D I 60-69

T F [below60%

Summary of Deadlines:

• 2-20-13: Exam 1 • 3-4-13: Midterm- midterm grade will be based on Exam 1 plus quizzes 1-5. • 3-22-13: Due date for pre-grading feedback (Read about P-GF above). • 4-3-13: Exam 2 • 4-15-13: Due date for final paper submission (See paper description above). • 4-30-13: Due date for posting paper to the discussion board (See Extra Credit above). • 4-30-13: Due date for extra credit comments (See Extra Credit above). • 5-4-13 to 5-11-13: Final Comprehensive Exam available online. • 5-6-13, NOON: Exam 3

Class Schedule:

Table: Dates for exams, Chapter#, and Title

rug-Taking Behavior: The Personal and Social

1/25 3

1/28 3

2/6 4 Major Stimulants: Cocaine and Amphetamines.

2/8 4

2/11 4

Opium, Heroin and Synthetic Opiates

LSD and Other Hallucinogens

Marijuana (Legal in some states)

Alcohol Abuse and Alcoholism

3/22 9

-~12~~~--13725--r==::===;===============i

1 3/27

4/17 I 12

4/19 I 13 Depressants and Inhalants

l4/2z-l 13

I 4/24 I 13 ~-----1

Part 5 Drugs

4/26

4/29

5/1

SafeAssign:

14

14

15

Prescription Drugs, Overcthe-Counter Drugs, and Dietary Supplements

This course uses the SafeAssign Plagiarism Prevention Tool. The

instructor has created assignments using the tool and has given you the opportunity to submit your assignments multiple times to check for and

correct any plagiarism. Make sure you click on the 'How to Use

SafeAssign' icon on the course home page and follow the directions. If you have any questions, contact the instructor.

Academic Honesty:

Honesty and integrity are central to academic life at Minot State University. They create a trust necessary in a community of scholars. When that trust is violated by cheating in any form, the atmosphere of academic freedom is threatened.

Minot State University is committed to academic integrity. Incidents of academic dishonesty may be documented by the faculty member with a copy of the documentation maintained by the department/division chair. A letter of explanation will be sent to the student. Cheating may affect the student in accordance with the faculty member's grading policy. The student may appeal the faculty member's penalty to the department chair. Student disciplinary action may result in accordance with the Student Conduct Policy. Academic dishonesty would include, but is not limited to, the following types of behaviors:

1. Misrepresenting another individual's work as one's own, e.g. plagiarism from hard copy or the Internet.

2. Copying from another student during an exam. 3. Altering one's exam after grading for the purpose of enhancing

one's grade. 4. Submitting the same paper to more than one class. 5. Use of any material or device not approved by the instructor

during an exam. 6. Turning in reports intended to be based on field collection data

but which are, in fact, not. 7. Failure to respect the confidentiality of persons served or studied

and to maintain the professional standards for ethical conduct as set forth in The Handbook of School Psychology published by the national Association of School Psychologists.

ADA Accommodation Statement:

In coordination with the Disability Support Service, reasonable accommodations will be provided for qualified and documented students with disabilities (LD, Orthopedic, Hearing, Visual, Speech, Psychological, ADD/ADHD, Health Related & other). Contact your instructor during the first week of class to make arrangements. Accommodations and alternative format print materials are available through the Disability Support Service Office, located in the basement of lura Manor. Contact

the DSS office by calling 701-858-3371 or by e-mail at: [email protected]

Minot State University does not discriminate on the basis of sex, religion, creed, national origin, race, age disability, or any other basis prohibited by law. If you believe you have been discriminated against unlawfully, please bring this matter to the attention of your instructor or the Minot State University Human Resource Office at 701-858-3352.

Netiquette:

• Keep paragraphs and messages short and to the point. • Focus on one subject per message and always include a pertinent subject

title for the message, that way the user can locate the message quickly. • Use the jargon associated with the course, but otherwise keep your

language simple. • Reply to others by using their name and include your signature at the

bottom of messages. • Capitalize words only to highlight an important point or to distinguish a

title or heading. *Asterisks* surrounding a word also can be used to make a stronger point. Capitalizing whole words that are not titles is generally termed as SHOUTING!

• Avoid control (special non-language) characters. • Be professional and respect the views and opinions of others. • Be careful what you say about others. Course mail is easily forwarded. • Cite all quotes, references, and sources and respect copyright and license

agreements. • Be careful when using sarcasm and humor. Without face to face

communications your joke may be viewed as criticism. • Flaming is an often-angry, mean-spirited attack on another person via

email. It is a major breach of netiquette to flame someone. It's rather counterproductive and usually the result of either a quick move to judgment or a sadistic temperament. Unfortunately, there is little you can do when you have been flamed. Responding in kind brings only joy to the flamer and provides you with only momentary satisfaction. My advice is to contact the instructor and register a complaint.



Course Subject and Number: &f L/(6"" Number of Credits: 3 course Title: f?Jztf~)a/ogh:tf /~jL'/;o/rlf/ Check only one of the topic areas below. If a course is going to meet more than one topic area


Required

Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310

Foundational

Content

FCl Arts & Humanities

FC2 Lab Science

FC3 Social Science

_ FC3 History

Critical Capacities {CCS)

Skills





2( CCSS Oral/Written Communications

CCS6 Coiiaboration

Personal and Social

Responsibility {PSR)




Interconnecting

Perspectives {IP)

_ IP1 Knowledge

_ IP2 Experience

Form Submitter:-----""-----------------------





Area: CCSS Oral/Written Communication

Course: PSY 465, Physiological Psychology

Contact Person: Shirley Cole-Harding, Ph.D.

Proposing Department: Addiction Studies, Psychology and Social Work


1. Core syllabus common to all sections of the proposed course. (See attached} 2. Narrative that explain how the proposed course addresses the description,

learning outcomes, and course guidelines:

"Students will learn to communicate effectively with others when figuring out solutions to complex problems."

Description of a specific student work product/assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery of the learning outcomes.


CCS 5 requires students to demonstrate the ability to communicate effectively with others when figuring out solutions to complex problems.

Narrative: A research project will be assigned that will contribute to students' knowledge and teach them how to write an APA research paper:

A 4-5 page paper a lab report worth 100 points. The paper will be a report of an experiment. This is different from the usual paper. Look up a research article in the APA style handbook. It will include an abstract, introduction, method, results and discussion. Cite per APA style and include an APA style Reference page.



2. quality of the resources (original research counts most, but an interview with an appropriate person will also count if you cite it properly). Online reference works are ok, but be careful of the quality of the information. If you have questions about the resources, ask me or a librarian- they love to help with this.

3. synthesis ofthe ideas in the articles you read (in other words, don't merely summarize each article in turn)

4. organization and clarity of writing- are the results presented clearly? Is the discussion meaningful?

5. a summary at the end of the paper that includes your own ideas about the results.

6. appropriate use of APA style for a research article, in-text citations and a reference list.

7. For online writing help, go to the "OWL at Purdue". It has language usage help as well as a guide to APA writing styles. We'll go over the style in class.

One deviation from the rubric will be that the Syntax, Grammar & Delivery will be graded at the highest level if it "Uses straightforward language that conveys meaning". This is a good standard for scientific writing.

Assessment Rubrics for CCS 5:

Oral/Written Advanced {4) Sufficient {3) Basic (2) Insufficient (1) Communication Skill

Targeting Demonstrates a Demonstrates Demonstrates Demonstrates thorough adequate awareness of minimal attention understanding of the understanding of the audience and to audience and audience and the audience and purpose. purpose. purpose of the purpose of the writing/presentation. writing/presentation.

Content Develops Develops Develops Develops Development and appropriate, appropriate and appropriate appropriate Organization relevant, and relevant content that content that is content to develop

compelling content is organized and somewhat only very simple that is organized and developed in a organized and ideas and is poorly developed in a logical sequence. developed. organized. logical sequence.

Sources and Demonstrates skillful Demonstrates Demonstrates an Demonstrates an Evidence use of high quality, consistent use of attempt to use attempt to use

credible, relevant credible and relevant credible and sources to support sources. sources. relevant sources. ideas.

Syntax, Grammar, Uses graceful Uses straightforward Uses language Uses language that and Delivery language that language that that generally sometimes

communicates with conveys meaning. conveys meaning impedes meaning clarity and fluency. but includes some because of errors

errors. in language.

Psychology 465- Physiological Psychology- MWF, 10:00- FALL, 2014

Shirley Cole-Harding, Ph.D. Office: Memorial Hall, 230N. Phone: 858-3044, or 858-3145 (Dept. Office) Office Hours: MWF: 11:00-12:00, 2:00-3:00, or by arrangement Text: Breedlove, S.M., & Watson, N.V. (2013). Biological Psychology, ""fh Edition. Sunderland, MA: Sinauer Associates, Inc.

Goals: Students will understand the basics of the biological bases of behavior, including the following: • Neuroanatomy and neurophysiology • Research methods in biopsychology (note physiological psych, biological psych and biopsych

are all just about the same) • Neural mechanisms of cognition, mental disorders and other selected behaviors.

Objectives for the Course: Read, listen, discuss, present information and take quizzes and exams over the basic information.

• Make brains from clay (neuroanatomy laboratory) • Hands on demo of EEG responses in crayfish • Field trip to Trinity Radiology • Write an APA style report of an experiment.

Online Quizzes: There will be Online Multiple-Choice Quizzes worth 10 points each (10 questions worth 1 point each). Each quiz will cover 1 chapter in the book. You may take the quizzes as many times as you wish. You must take quizzes for Chapters 1-7 plus 8, 13, 17 & 18. These quizzes are available all semester and will help with the final exam. For up to 10 points extra credit, you may take quizzes for other chapters.

Final Exam: There will be a comprehensive multiple choice online final worth 100 points (1 0 questions from each chapter covered worth 1 point each). You may take it as many times as you wish, but note that the questions will be different every time you take it. It will be available from 8:00 am 12112/14- Midnight 12/18/2014.

Class Discussions: There will be 3 mini-presentations (1 0 minutes) required from each student. These will be reports of research that is pertinent to Physiological Psychology. There is a pool of these available from the Publisher's Web site or you may report on something you have seen in a magazine or newspaper. You may also report on something you heard on radio or saw on TV, but you need to get a written source. Each will be worth up to 20 points. To get full points, submit a copy of the article, the reference for the original source and a brief summary.

Lab report:

The lab report will summarize an experiment pertinent to Physiological Psychology from outside the class. You may do the experiment in pairs or groups. We will discuss the topics of the research project in class. The lab report will have the following sections: an introduction, methods, results, and discussion.

Sources of Information: Outside sources (included in the introduction and discussion sections) will count 1/3 of your grade (without outside references, the best you can get is a C), but please cite the sources of all information within the text of the paper or your references will not count.



2. quality of the resources (original research counts most, but an interview with an appropriate person will also count if you cite it properly). Online reference works are ok, but be careful of the quality of the information. If you have questions about the resources, ask me or a librarian - they love to help with this.

3. synthesis of the ideas in the articles you read (in other words, don't merely summarize each article in turn)

4. organization and clarity of writing 5. a summary at the end of the paper that includes your own ideas about the

issue. 6. appropriate use of APA style for a research article, in-text citations and a

reference list. 7. For online writing help, go to the "OWL at Purdue". It has language usage

help as well as a guide to APA writing styles. We'll go over the style in class.

Pet Peeves: Please edit your paper to make it as clear and brief as possible- I hate it when people run on and on. I also hate misspellings and other typos. If the paper is longer than 5 pages, it had better be interesting reading!

Submitting the Paper:

How: Through class email as an attachment.

When: Submit your Lab report through class email no later than 11-12-13.

Attendance: Labs and field trips will count 20 points. A brief (1 paragraph} written response to the activities will be required -submit via class email. Attendance on other days will be used to decide borderline grades.

MSU Accommodation Statement

In coordination with the Disability Services Office, reasonable accommodations will be provided for qualified students with disabilities. Please meet with the instructor during the first week of class to make arrangements. Accommodations and alternative format print materials (large print, audio, disk or Braille) are available through the Student Development Center, located in the basement of Lura Manor -South Entrance, phone number 858-3371.

Assessment Summary: Grading Criteria

Online Quizzes (10 X 10 points each) 100 " Final Exam 100 " 90-100% A

80-89% B Major Lab report 100 " 65-79% c

Attendance: labs/field trips/minipresentations

20 points per day/report

1 8/27 2 8/29 Quiz1

9/1 No Class 3 9/3 Review of Statistics/

Research Methods 4 9/5 Review of Statistics/

Research Methods 5 9/8 Quiz2

6 9/10

7 9/12 8 9/15 9 9/17 10 9/19 Quiz3

11 9/22 12 9/24

13 9/26 14 9/29 15 10/1 16 10/3 Quiz4

17 10/6 10/8 No class

18 10/10

19 10/13 20 10/15 21 10/17

Variable - ?? 60+points

360+ points

Schedule Introduction to course

55-64%

below 55%

Ch. 1 - Biological Psychology: Scope and Outlook Labor Day Ch. 1

Ch. 1

Ch. 2 - Functional neuroanatomy: The nervous system and behavior Ch. 2

Ch. 2 Ch. 2 -Clay brain Lab/Exercise Ch. 2 - Clay brain Lab/Exercise Ch. 3 - Neurophysiology: The generation, transmission, and integration of neural signals Ch. 3 Ch. 3

EEG Lab EEG Lab EEG Lab Ch" 4- The chemical bases of behavior: Neurotransmitters and neuropharmacology Ch. 4 Assessment Day Ch. 4

Ch. 4 Neurotransmitter iab Neurotransmitter/drug lab

10/20 NOTE: Midterm Grades are Due- Are you caught up on Quizzes?

22 10/21 Quiz5 Ch. 5- Hormones and the brain

23 10/24 Ch. 5 24 10/27 Ch. 5 25 10/29 Quiz6 Ch. 6- Evolution of the brain and behavior 26 10/31 Ch. 6 27 11/3 Ch. 6 28 11/5 QuizB Ch. 8. General Principles of Sensory Processing,

Touch, and Pain

D

F

29 11/7 Ch. 8 30 11/10 Ch. 8 31 11/12 Ch. 8 Discussion of pain meds 32 11/14 Quiz13 Ch. 13. Homeostasis: Active Regulation of Internal

States 33 11/17 Ch. 13 34 11/19 Ch. 13 35 11/21 Quiz17 Ch. 17. LearninQ and Memory 36 11/24 Ch. 17 37 11/26 Ch. 17

11/27-23 Thanksgiving 38 12/1 Quiz18 Ch.18. Attention and Higher Cognition 39 12/3 Ch.18. 40 12/5 Ch.18. 41 12/8 42 12/10 43 12/12 Final Exam

Final 12/16-Available 12112 -

Exams 10:00 12118



Course Subject and Number: Sc.. I 'e ""e e. ·'i o5 Number of Credits:~ S!'M~'<..(..t~ 6">- tobcJ f 'i.p.eofi-tfl ce.. Course Title: Rlltd t ol o<j-''c 1r. c.kV)o L"'a"i a j "; c.J

Check only one of the topic areas below. If a course is going to meet more than one topic area


Required Core

ENGL110

ENGL120

COMM 110

MATH

_ INT110/310



FC2 Lab Science

FC3 Social Science

_ FC3 History



Vice ~resident of Academic Affairs Signature and Date






_ CCSS Oral/Written Communications

CCS6 Collaboration






_ IP1 Knowledge

XIP2 Experience

Application for General Education Re~certification ~~ Page I

Application for Inclusion in the General Education Curriculum Area: IP2 Course: Radiologic Technology Clinical Experience Science 405

Contact Person: Robert Crackel Proposing Department: Science Attached to this form are the following: I. Syllabus. 2. Narrative that explains how the proposed course addresses the description, learning outcomes and course guidelines. 3. Description of a specific student work product/assignment common to all sections of the proposed that can be evaluated to determine a student's maste1y of the essential objectives.

Area specific details: IP2 requires that students will demonstrate through an applied experience an understanding of diversity both globally and within the United States. The work product must serve to assess students' understanding of diversity related to complex social issues, decisions and consequences. They should be able to draw upon and consider an increasingly diverse set of scientific, historical, cultural, and social perspectives to frame their arguments and should employ multiple ways of thinking about problems to both evaluate and respond to alternative viewpoints.

Narrative

Science 405 Radiological Technology Clinical Experience is an essential part of the curriculum for the Bachelor of Science in Radiologic Technology. It is where the students learn the specifics of the field and where they get to put their knowledge into practice. During the Clinical Experience the students will be interacting with people from a wide variety of cultural and socio-economic backgrounds. These people include patients as well medical personnel. Through these interactions students will be become familiar with cultures different from their own. They will need to recognize and adapt to cultural practices that impact the field of Radiologic Technology, e.g. how to work with patients having a background that requires modifYing the normal procedure for obtaining x-rays.

The assignment used to assess student mastery of the essential objectives will be a paper in which students address knowledge of world views of different cultures they have encountered, how exposure to these different worldviews have impacted their own worldview, and how readily they interact with culturally different others. The theme of the paper will be the student experiences with Health Care Cultural Competency. This topic was addressed in an mticie in the October/November 2012 issue of Radiologic Technology. Health Care Cultural Competency includes the following features: recognizing the personal uniqueness of the patient; exploring and respecting patient beliefs, values, preferences, and needs; maintaining awareness of your own automatic assumptions and biases; providing patient information and education tailored to the individual's level of understanding; cultivating good communication skills and using medical interpreters \Vhen necessary; and actively encouraging patients to participate in the decisionmaking process as it relates to individual health needs.

The assignment will be submitted each semester to the Minot State University faculty member listed as the instructor for the course. This faculty member will then evaluate the assignments using the rubric from the Assessment Committee.

Application for General Education Re-certification-- Page 2

SCIENCE 405 Radiologic Technology Clinical Experience Health Care Cultural Competency Assignment

Health Care Cultural Competency is discussed in the October/November 2012 issue of Radiologic Technology. It refers to "behaviors, attitudes, and policies that consistently guide health care systems, agencies, and personnel and enable them to work effectively in crosscultural situations. It has also been defined as the ability of health providers and systems to care for patients with diverse values, beliefs, and behaviors in a manner that meets their social, cultural, and linguistic needs." Health Care Cultural Competency includes the following features:

Recognizing the personal uniqueness of the patient; Exploring and respecting patient beliefs, values, preferences, and needs; Maintaining awareness of your own automatic assumptions and biases; Providing patient information and education tailored to the individual's level of understanding; Cultivating good communication skills and using medical interpreters when necessary; and Actively encouraging patients to participate in the decision-making process as it relates to individual health needs.

Assignment: This assignment is designed to assess your experiences with Health Care Cultural Competency. Each semester you will need to write a paper discussing your experiences with the features listed above. Please use as many examples as possible but do not include names or any other information that could be used to identify an individual. For each example, discuss the effect the experience had on your perspectives. The purpose of the assignment is to investigate how interactions with other cultures (including national origins, economic backgrounds, ethnic groups, and so on) shape yow· perspectives. Since you are entering a health care profession, the assignment should focus on health care aspects of the interactions. The assignment will be used as part of the General Education Assessment as Minot State University. The paper should be approximately 1000 to 2000 words in length. It can be sent by email to [email protected] by December I ofFal! Semester and by May I of Spring Semester for each year you are enrolled in Science 405.

Application for General Education Re-certification -- Page 3

Science 405 Radiologic Technology Clinical Experience

INSTRUCTOR: MSU Radiologic Technology Advisor and Instructors at Clinical Location CREDITS: 13 hours per semester for 4 semesters= 52 semester hours total

This course is a requirement of all students pursuing the BS degree in Radiologic technology. It entails two years of clinical training at any accredited school of radiologic technology. These schools are separate from Minot State University, and admission into their programs is competitive. Admission to clinical training is the sole prerogative of the medical center-based program. Students must enroll in Science 405 for the fall and spring semesters of the years they are in the clinical program. The exact structure of the clinical program varies from one medical center to another. The following description comes from the program at Trinity Healthcare Center in Minot ND.

School of Radiologic Technology The Mission of Trinity Hospital School of Radiologic Technology is to provide quality education in the art and science of radiologic technology. The program is designed to prepare knowledgeable entry-level radiographers and graduate competent professionals who are ready to demonstrate high clinical and technical competence in serving their patients, healthcare community and the profession.

Program Goals and Student Learning Outcomes

Goal: Students will demonstrate clinical competency

Students will apply knowledge of the principles of x-ray production and demonstrate competency in operating related equipment. Students will apply knowledge of anatomy, physiology, pathology and positioning to accurately den10nstr·ate structures in radiologic exams. Students will practice/apply appropriate radiation protection.

Goal: Students will demonstrate critical thinldng and problem solving sltills

Students will demonstrate the ability to make decisions and use independent judgment. Students will demonstrate the ability to determine proper exposure factors for optimum radiographic quality and maintain radiation protection concepts. Students will evaluate the quality of images.

Goal: Student will demonstrate effective communication sldlls

Student will demonstrate effective written and verbal commw1ication skills with patients and healthcare staff. Students will provide patient education related to radiographic procedures and radiation protection.

Application for General Education Re-certification-- Page 4

Goal: Students will demonstrate professional development

Student will demonstrate professional, ethical behavior as a radiographer. Student will demonstrate tmderstanding of healthcare organizational structure, principles of communication and human interaction in the medical domain. Students will prepare to enter the profession as a Registered Radiographer committed to professional development.

During the clinical training and experience, students take courses and receive training in the following areas:

Anatomy and Position Radiation Protection Medical Terminology Professional and Medical Ethics Radiation Physics X-ray Production and Interaction with Matter Beam Restricting Devices and Grids Intensifying Screens Respiratory System Patient Care Computer Science and Digital Imaging Mannnography CTandMRI Quality Assurance and Control Electronics Radiobiology Diagnostic Ultrasound Filming Principles Processing Radiographic Images

Students spend on average 10 hours a week in a classroom and 22-30 hours in clinical education. Upon completion of the program, students are eligible to write the American Registry of Radiologic Technologists (AART) national examination. Upon successful completion of the exam, students receive the title Registered Technologist (Radiographer).



Course Subject and Number: /iitjd- L// ' . Number of Credits: _Ljj___ course Title: (jrdr[JdLecfztJJ1. Jo Sta-bs-he s; Check only one of the topic areas below. If a course is going to meet more than one topic area


Required Core

ENGL 110

ENGL 120

COMM 110

X MATH __

_ INT 110/310



FC2 Lab Science

FC3 Social Science

_ FC3 History




Critical Capacities (CCS)

Skills

_ CCSl Problem Solving





CCS6 Coiiaboration






_ IPl Knowledge

_ IP2 Experience

Running head: PSYCHOLOGY 241

Psychology 241 (Introduction to Statistics) Syllabus

Dr. Deborah Olson

Minot State University

Completed as Partial Fulfillment for Psychology 111

Completed for Dr. Deborah Olson

Fall2015

PSYCHOLOGY 241 2

Psychology 241 (Introduction to Statistics) Syllabus Meeting Information: M, T, W, F 8:00- 81:50 AM Memorial Hall228

Faculty Contact Information Instructor: Dr. Deborah Olson, Ph.D. Office: Memorial Hall 230K Telephone: 858-4258 (calling off campus) 4258 (calling from on campus office) e-mail: [email protected] Office Hours: M, W, F: 9:00- 10:00 AM T, Th: 1:00- 2:00 PM

Required Texts American Psychological Association. (20 1 0). Publication manual of the American Psychological Association

(6th ed.). Washington, D. C.: Author. Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences (9th ed.). Belmont, CA:

Wadsworth, Cengage Learning. Course Schedule

M th D t on a es T . op1c Ch t apwr Aug 26 Introduction/Class Expectations

27 Aplia, Excel Introduction and Rounding/Significant Digits 29 Set up Aplia accounts and work on introductory information

Sept 1 Labor Day: No Class 2-5 Introduction to Statistics 1 8 Presentation of Writing Assignment 1

Begin Frequency Distributions 2 9-15 Continue Frequency Distributions 16-19 Central Tendency 3 22-26 Variability 4 29 Review Chapters 1, 2, 3, 4 30 Problems/Questions

Oct 1 Presentation of Manuscript 2 3 EXAM 1: Chapters 1, 2, 3, 4 6-7 z-Scores: Location of scores and standardized distributions 5 8 Assessment Day: No Class 10-14 Probability 6 15-17 Probability and Samples: The distribution of sample means 7 20-24 Hypothesis Testing 8 27 Review Chapters 5, 6, 7, 8 28 Problems/Questions 29 To be am1ounced 31 EXAM 2: Chapters 5, 6, 7, 8

Nov 3-7 Introduction to the t Statistic 9 10-17 Introduction to Analysis of Variance 12 11 T/otovn~'~" n.rn,. 7\Tn /'l,..,co"

, '-'~'-'1 ....,,~,_, ........,...,.)'• ..<TV ...................

18-24 Correlation 15 25 -Dec2 The Chi-Square Statistic: Tests for Goodness of Fit and Independence 17 28 Thanksgiving Break: No Class

Dec 3 Review Chapters 9, 12, 15, 17 5 Problems/Questions 8 Exam 3: Chapters 9, 12, 15, 17 10- 12 Review 18 Comprehensive Final: Thursday at 8 AM

PSYCHOLOGY 241 3

Course Description, Credits, and Prerequisites Examination of basic concepts in measurement, scaling, binomial and normal distribution, and

descriptive statistics. Introduction to inferential statistics and hypothesis testing for research, with emphasis on z-score, t-test, ANOVA, Correlation, and Chi-square as a test statistics (4 Credits). Prerequisite(s): MATH 102 (or higher) or departmental approval and PS Y Ill.

Syllabus Caution The course schedule and requirements presented in this syllabus may be subject to change. Notification

of changes will be given in class or my email. General Education

Foundational Content (to be approved by Faculty Senate F 14) Psychology 241 can be used to fulfill the Mathematics requirement.

CCS 1 Developmental Content Psychology 241 can be used to fulfill Critical Capacities and Skills: Problem Solving. See

Developmental Content Assessment for further information for this course. CCS 4 Developmental Content

Psychology 241 can be used to fulfill Critical Capacities and Skills: Quantitative Literacy. See Developmental Content Assessment for further information for this course.

Teaching/Learning Strategies The information presented is primarily through lecture with some audiovisual and demonstration

examples. Action, Reflection, and Knowledge (ARK) Objective

Action

• Use statistical concepts to be able to apply to examples presented in class

• Use statistical concepts to apply homework problems

• Complete exams that allow demonstration of factual, applied, and conceptual knowledge of statistical concepts

Reflection

• Ability to think about and evaluate the strengths/weakness/trends of statistical concepts discussed in lecture through discussion or writing

• Ability to think about and evaluate the strengths and weakness of course exercises and empirical examples through discussion or writing

• Ability to think about and evaluate the application of statistical concepts various topics/areas through discussion or writing

Knowledge

• Demonstrate an understanding how statistical concepts increase understanding of data structure, organization and analysis as a science through discussion or writing

• Demonstrate an understanding how statistical concepts may be applied to many aspects of general life and career goals through discussion or writing

Make Up Policy Minot State University make up policy for missed class time for university-sanctioned activities is

provided first followed by my particular course policy. University-sanctioned activities include events that are required or encouraged by a class, program, club or athletic team. When a student has a scheduled absence due to a university-sanctioned activity, it is the student's responsibility to communicate with the faculty member prior to his or her absence. Faculty members should have a procedure for student absences in each syllabus that

PSYCHOLOGY 241 4

details the method and advance time for students to communicate their absence. If a student notifies the professor in accordance with the faculty member's policy, students should be allowed to complete class work. The student and faculty member must discuss a timeline for completion of work. If a student does not communicate with the faculty member in advance of the absence, it is up to the faculty member's discretion whether to allow the student to complete the work. If disputes arise with this policy within the semester, students should contact, in progressive order, the faculty member, the department chair, the college dean and then the vice president for academic affairs.

My particular course policy is to not allow any late work for class requirements. Please discuss with me in advance what options might be available. For most course work I will accept assignments early but advance discussions are necessary to determine submission criteria and whether the assignment is eligible for early submission. If you are going to miss an exam, I must be notified prior to the time the exam is scheduled in order to be able to determine if and when the exam will be able to be taken at another time.

Calculator You must have a calculator for this class. The calculator must be able to complete basic arithmetic

functions (add, subtract, multiply, and divide) and be able to calculate square roots. Homework

All homework will be electronic submission. Homework for each chapter will be completed using two different sources. Aplia

The first homework source will be Aplia. The account information for setting up the Aplia account has been attached as a separate handout. Each Chapter has three sections: the Online Chapter, a Practice Problem Set and a Graded Problems Set. The Graded Problems Set for each chapter will have a series of problems that will need to be completed by the deadline for homework submission indicated in the Date Due Sununary section of the syllabus. The deadline for each homework submission will be 3:00PM on the date indicated. Once the submission time has been passed, no further submissions for the chapter from Aplia will be accepted. The number of points for each chapter will vary depending on the problems assigned. Excel

The second homework source will be the completion of problems assigned from the end of the chapter. Typically there will be 2 problems which will be worth about 4 points for both problems. These problems will be completed using Excel. The format for naming the files to be attached for submission must follow the format indicated in the Document Submission and Filename section. The first page ofthe Excel sheet will be the answer page. The work for each problem will be completed on a separate page with tabs labeled to indicate the problem number. This format will be demonstrated in class. The deadline for submission of the Excel problems is the same as for the Aplia problems. Excel problems submitted after the deadline will be graded for feedback but all late submissions will be worth 0 points.

Manuscript Assignments Each of these assignments must be completed using AP A format. Submission dates for each of the

manuscripts is listed in the Date Due Sununary section. Late manuscripts will be deducted 10 points from your final grade. Manuscripts must be emailed by noon (see document submission and filename section for specific information). Statistics and Your Major Manuscript

This 'vriting exercise has v..vo goals. The first goal of th.is will allow you to explore how statistics is relevant to your general life experiences. To complete this goal you will compare your thoughts from the first day of class to examples you find from everyday media sources (such as radio, internet sources, television, magazines, newspapers). The second goal is to compare your opinion about why statistics is required for your major with the opinion of a faculty member from your major. This will require you to schedule a brief meeting with a faculty member and then compare your opinion with that faculty members' opinion.

The body of the Statistics and Your Major manuscript should be 2 - 4 pages. You must submit the name of the professor you met with for the Statistics and Your Major manuscript as well as the notes you made

PSYCHOLOGY 241 5

during your discussion. This assignment will be worth 20 points. See the Document Submission and File Name section for electronic submission format. Application Manuscript

You will be required to complete a written assignment evaluating how descriptive statistics have been used in a resource that is available to the public. More details on this assignment will be provided during the semester. The written analysis for your manuscript article will include a very brief summary ofthe focal topic, your identification of the variables that were analyzed, the scale of measurement used for each variable with your reason why you chose that scale based on how the data were collected. Given the scale of measurement you identified for each variable indicate all options that could be used for measures of central tendency and variance and then indicate which options were selected for presentation in the article and discuss whether you think the authors choices were correct.

The body of the application manuscript should be 4 - 8 pages. You must submit the article with the application manuscript. This assignment will be worth 50 points.

Document Submission and File Name All documents for each manuscript (chapter homework, final manuscript, highlighted version of the

manuscript and any edited submissions with the letters) must be emailed to me by the deadline indicate in the syllabus or Date Due Summary. You must email the manuscript from your MSU email account. The subject line of the email must indicate the purpose of the assignment you are submitting with the attachment. If you chose to email the manuscript from another email source and that email gets lost or ends up in spam or junk mail, I do not consider it as having been received at a later time. Thus, you will lose the points for the assignment.

All files that are submitted must begin with your full first and last names and end with the descriptor you choose for your filename. For example a valid filename would be: PhoenixMartinManuscriptl, PhoenixMartinMSUEditManuscriptl, Phoenix Martin STEdit Manuscript!, or Phoenix Martin HW Chapter I. Points (10% of the total points for the assignment) will be deducted for any submitted files that do not follow this format.

Developmental Content Assessment Throughout the course students will continuously be engaged in discussions or receive problems

(homework or exam) that require them to explain their selection of either descriptive statistics or inferential statistics to be used with the problem. The final exam will consist of at least one problem that will require students to take a problem with a data set and complete both the descriptive and inferential statistics for the data set. As part of this problem students will have to explain and defend the reason for their selections of the best descriptive statistics (central tendency and variability measures) and best inferential statistic for hypothesis testing for that problem. The processes involved in successfully completing the assessment problem on the final will involve the students to actively engage in both problem solving and quantitative literacy.

Exams There will be three exams and a comprehensive final (100 points per exam.) All exams are included as

part of the fmal grading, no exams will be dropped. Each exam will cover the chapters outlined in the syllabus and some relevant application of concepts from previous chapters. All exams will be divided into two sections and calculators may be used to answer questions for both sections.

During the exams all electronic devices must be turned off and put away. If I see any electronic device rlnrino- thP P.Y~m thP Pv~m fnr thP 1nrll·u-irlnQT ~tnr1Pnt \11-ill h., t'::lllr.:on a., .. ,o::.u 1TnTnPA~<:lt.::>.hT onrl "(\ ..... ,;11 ho ...,.,....,.,.. ... ;1.,...-1 --&&&l:) ~&&_, -'•&-&&' ~&&_. ...... ......_,.,. .._.._. .. ,.. .. .._'"' _._.._.._._.. ... , ... """......_.. ... ., .. ..,. ..... ..., ...... ._ ~Y.U . .L ._,..., "U-1.'-"-'.l.L <AV"l'U.J .I..I.J..J. .. U.J...,U.U ...... V.LJ u..l.LU. U. V VV.lJ.l. V ..... .L""VVJ.UVU

for that exam. If there is a valid reason for needing an electronic device during an exam, you must speak to me before the exam and you will need to sit at the front of the class during that exam. Free Book Companion Website for Studying

You are responsible for reading the assigned chapters. Do not wait until just before the exam to begin your review and study process. I encourage students to set up study groups for discussion of course material to enhance learning and understanding. A consistent review and learning process will help identification of material and concepts to ask about for further clarification in class.

PSYCHOLOGY 241 6

You have access to some free study materials provided by Cengage for this text. These materials can be found at http://coursemate.cengage.com/CPReaderNiew/9781133142164/default.aspx?anon=True#3215c481-3f9d-45fd-8a1 O-e8cefl da2b55

Most of these materials focus on definitions and factual information. Definitions are rarely included in exams, but as you learn the definitions take the time to identity examples from the text along with examples from your daily life that are representative of the concepts. This strategy increases your understanding of the concepts. For theories, take time to determine which theory (or theories) best fit your examples of the concepts. This resource also includes a step-by-step guide for the general concepts in the chapter. Scantron Form and Pencil

For each exam you will need scantron form number 882-ES (rectangular green form) and a number 2 pencil for completion of the theoretical understanding section. Any scantron forms completed in ink will have a grade of 0 recorded for that exam. Theoretical Understanding

The theoretical understanding section one of each exam will test your understanding of the theoretical aspects of the information covered in the assigned chapters. This section will consist of multiple choice, short answer, fill-in-the-blank, and matching questions. Section one will constitute approximately 40-50% of the total points and will be closed book. This section will be given in class on the dates indicated on the syllabus for each exam. Application Section

The application section of each exam will consist of problem application questions. For each problem you will need to indicate which formulas you are using, show all work, and use the correct number of significant digits for calculations and final reporting of your answers. Often you will need to use concepts learned in previous chapters to successfully complete these questions. You will be allowed to use your notes, book, and any relevant homework to complete this section. This section will be completed outside of class and will be due at the time of the scheduled exam. No work for this section will be accepted once I leave the room on the day of the scheduled exam.

Work handed in for this section must follow the same format as homework with the exam number replacing the chapter number on the cover page. If appropriate format not followed, this section will not be graded. Exam policy

No makeup exams will be given for any scheduled exam. Since no exams are dropped from your final grade it is in your best interest to be in class for every exam. Application Section Rework

For the application section of the exam you will be allowed to rework problems for which you did not receive full credit on Exams 1 & 2 (this option not valid for the final). If you choose to rework problems, you will receive 'l2 of the points remaining for total credit for each individual problem reworked. For example, if a problem is worth 20 points and you only received 6 points, there would be 14 points remaining from the full credit. You would be able to rework this problem to potentially receive a maximum of 7 points (or some portion of the 7 points). If you correctly rework the problem and receive the 7 points, you now have received 13 points for this problem rather than the original 6 points. If you choose to rework problems, the rework must be handed in no later than 1 week after I give the exam back to the class. Reworks handed in after this time 1ntPru~1 ur111 nnt hP or~riPrl Tn rPl"Pluo<> f'rPAit f'.-..r unnr ,..,.nrr1orlr .:!Pr>t1n.n unn 't"nncot <:~dTai..., -fAllnnr th.:> .f'r.. .......... af f'.-..,. ,. ... .._ .. ._. .. •.,...... •• "-""- ,._......,,_ '-'""' f:l" ..... ""-"" .... • ..._ V' "-""'-'"".1. Y""' .................... .&.V'.L J V'\.U. .L"" 1'Y V.L.&.'I.. .;1"-'"-''-.I.VJ.. J VU. .U.J..U-.;JL U.OU..LJ..J.. .I.V.U.V VY ..... u .... .l.V.L.L.L.U .... I.. .l.V.L

homework indicating on the cover page the exam number and include application section rework. Also you must submit the original work for this section when you submit the reworked portion. If both sections are not submitted, the rework will not be graded.

I will maintain the cheating policy for the rework sections of exams also. If you are caught cheating on the rework of an exam, you will receive 0 points for that exam and potentially a failing grade for the course. CHEATING WILL NOT BE TOLERATED! Cheating includes just looking at someone else's exam to see how they completed the problem, copying from someone else, and having someone else tell you if your answer

PSYCHOLOGY 241 7

is correct or incorrect. Reworks must be completed using your own understanding and ability to apply the information. Making decisions and understanding information is difficult work.

Grading Grades will be assigned based on a percentage of the total points for the semester. The four exams ( 400

points), the two manuscripts (70 points), and ten homework assignments (which I will try to keep at about 160 points) total to 630 points for the semester. (Keep in mind this total will change because not all homework assignments will be 20 points and quizzes that are given will also contribute to the total points.)

Grade A B c D

Percentage 90 80 70 60

Minimum Points for Grade 567 504 441 378

Professionalism: Cell Phones and Other Distractions Professional interaction with others requires a minimum of three skills. First, you should be prepared to

present your learned (based on your evaluation and understanding of empirical research and scholarly literature, not just "in my experience") perspectives related to the focal theme for that interaction. Second, you should be prepared to devote your attention to the materials, discussion and perspectives presented by others involved in that interaction. Finally, you should be prepared to engage in behaviors that may require you to work with others to accomplish goals associated with the theme of the interaction. These are skills that you begin developing as a student at Minot State University.

One method for development of professional interaction skills involves the courses you take as a student. Your involvement in classes is the beginning of your professional development associated with knowledge (knowledge specific to your major and general knowledge) that you will need to succeed when you leave Minot State University. You need to consider class time as a way to develop the professionalism for interactions that will be needed to succeed later in your career. As part of this development you need to be able to focus your full attention on the course material that is presented or discussed during the class period.

Your full attention cannot be devoted to the material if you are texting on your cell phone, receiving calls on your cell phone, whispering to your classmates, surfing the web or engaged in numerous other distractions. Two areas of distraction that will not be tolerated during a class period are use of cell phones or talking to others. Any use of a cell phone during class may result in confiscation of your cell phone for the remainder of class or dismissal for the remainder of the class period. Talking during class may also result in dismissal for the remainder of the class period. Although these measures appear to penalize a student, the primary goal is the development of professional interaction skills that will allow each student to engage the behaviors needed to succeed in the course. Once learned, these professional interaction skills may be used to make you a model for others as you continue in your career.

General Course Information Tutoring Services (Old Main 101)

Tutoring services are available through the Center for Engaged Teaching and Learning (CEIL). These services are typically free students. Some majors have drop in services for tutoring but individual tutoring is available for all students. If the services you are seeking are for individual tutoring, apply early as it may take a

Disability Support Services In coordination with Disability Support Services, reasonable accommodations will be provided for

qualified students with disabilities (LD, Orthopedic, Hearing, Visual, Speech, Psychological, ADD/ ADHD, Health Related & Other). Please meet with the instructor during the first week of class to make arrangements. Accommodations and alternative format print materials (large print, audio, disk or Braille) are available through Disability Support Services, Located in the lower level of Lura Manor, phone number 701-858-3371 or [email protected].

PSYCHOLOGY 241 8

Dropping the Conrse It is Minot State University's policy to allow students to drop courses if they choose. The university

does place a deadline date after which students cannot opt to drop a course. After the deadline students must obtain the signature of the instructor to drop the course.

It is my policy to provide you with a breakdown of current points for the course during the course of the semester. This breakdown is provided after each exam is returned. You are responsible for keeping track of your returned assignments and your current total points. Together these two pieces of information will help you determine your current standing in the course.

If you decide to drop the course prior to the drop date deadline (which can be found on the universities web site or by calling the registrar's office), I would appreciate your taking the time to talk to me first. If you are having problems, together we may be able to devise a solution to help you remain in the course. This option works best if you see me early in the semester. However, if you decide to drop the course after the deadline I will not sign a drop slip just because you are failing. Therefore, it is in your best interest to: (1) come to class, (2) make sure that you pick up and keep all your work so that (3) you can make your best informed decision prior to the drop date. Cheating Policy

Cheating will not be tolerated for any work that is to be submitted for this course. The penalty for cheating will be an automatic F for the course. This applies to the individual who is cheating taking work from someone else as well as the individual who is supplying the work that is being copied. Attendance

Attendance will be taken every class period. Attendance may be used to evaluate final grade assignments that are within one percent of a higher grade. For attendance to have any effect on the final grade outcome all assignments for the semester must have been completed and you must have attended at least 90% of the classes for the semester. Attendance will not be used to lower a grade. Make sure you sign the attendance sheet if you come in late to class. Once a class period is over you will not be allowed to sign in for a previous class at a later date. Methods for Individual Contact

There are several options available for contacting me to make appointments with me, ask me questions, or provide me with any other important information. Direct contact options include speaking to me after class, in the hallways, or stopping by my office (this location is on your syllabus). I will attempt to accommodate you if you come to my office during office hours (these are posted next to my office door). If you stop by my office outside of office hours, you may need to make an appointment to see me at a later time if I cannot me with you immediately.

Indirect contact options include leaving a voice-mail message for me ifi am not in the office to answer your call or sending an e-mail. Your syllabus lists the information for these contact options. When you leave a voice-mail I attempt to return the call as soon as possible. I also attempt to respond to e-mails as soon as possible. However, I will only answer e-mails which are written in a professional manner. If the e-mail contacts text-message formats (an example would be C U later or the insertion of the smiley face), incorrect spelling, granunar, incomplete sentences or disjointed thoughts I will respond with a message indicating that you need to correct the presentation of the content of your message and then I will respond. If you are having trouble putting together a professional format for your e-mail, you can visit with me, stop by the writing center .-.. ... n.,1, n .follr.c•u c-o+.~A.::...-.+ ""'~" ..-...-.-..f".::::.c-c-r-.... 'T'J-.;., ... ..,.,..., .. ; ... .,......,....,. ..... + .f.-.. ... o_ ......... a;l .-.A't"'+o:Jo..-.t 1co annth.:>'t" urrlf;nn- l"YlP.fhnrl nP..:>r!.:>rl fnr VJ. Q.;:)A U. J.V.llVVV ~l.U.U\.11.11. V.l _pJ.VJ. ..... .;).;)VJ.o J.J.J.J..;) .l'-'\:l_UU\.IJ.J..l"-'J.J.l .. .l.VJ. ..... -J..lJ.U..L.L VV.l.li..U.V\. J..;J ........_.LVU.l"-'.1. VYJ..I.\..L.L.Lf; .L.U.VI.-.U.VU- .l.L..,,.,......,.,.,......, .&.V..L

the professionalism necessary to interact with many people you will encounter in your journey after you graduate from Minot State.

PSYCHOLOGY 241 9

Date Due Summary

Aplia (by 3:00 PM) and assigned book problem submitted in class Homework Date Aplia Points Assigned Book Problem Points Chapter Due Obtained Possible Obtained Possible

Aplia: September 2 Introduction, Math

&Graphing, Rounding Numbers

I September 9 2 September 16 3 September 22 4 September 29 5 October 10 6 October 15 7 October 20 8 October 27 9 November 10 12 November 18 15 November25 17 December 3

M , tA . t anuscnp1 ss1gnmen s DtD ae ue P . t Obta' d P . t P 'bl oms me oms OSS! e Statistics and Your Major Manuscript October 1:

emailed by noon

Application Manuscript October29: emailed by noon

Exam Date Points Obtained Points Possible I October 3 2 October 31 3 DecemberS

Comprehensive December 18 Final Thursday at 8

AM



L CLVl::J {) ;;;- NumberofCredits:_::O::::.. _

c- I Course Subject and Number:

Course Tit I e: _ _t_r---"'o~r_ce:.cJ4, '-'icl"l-_L_c_=k.llr1illJp'..J.iQ~'-'!F-E'<:_~?:"'-.f'.X~plces:l{LLr 'Rl:..!Cvtuc..se"-------------


' below please use a separate form for each topic area.

Required Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310



FC2 Lab Science

FC3 Social Science

_ FC3 History







CCS6 Collaboration



X: PSR2 Responding to Community Needs



_ IP1 Knowledge

_ IP2 Experience

Form Submitter: __ __:If!..f.!<:..._g~::..!_.:::_-==---------------------


Faculty Senate Secretar-y Signature and Date



Area: PSR2 Responding to Community Needs

Course: Foreign language Experience Contact Person: Jean-Fran~ois Mondon

Proposing Department: Foreign languages

Attach to the form the following:

1. Syllabus. N/ A

2. Narrative that explains how the proposed course addresses the description, learning outcomes and course guidelines.

This is a service course in which students could use their language skills by tutoring in the schools, volunteering in the courthouse and hospitals, or presenting language lessons in the nursing homes with songs and parties. The department receives frequent requests from parties outside of the university interested in assistance with various language. This would provide a structured system in which we can get students out there using their language skills and helping the community. Students who enroll will be expected to contribute a certain amount of hours (TBD) during the semester.

3. Description of a specific student work product I assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery of the essential objectives.


PSR2 requires that students will respond to community needs by engaging in meaningful community activities.

It is hoped that students will gain much from this community experience and will appreciate tangible benefits to having a second language. Students will submit a reflective paper of their experiences throughout the semester.



CourseSubjectandNumber: /i!J(V[ d-S;L

Course Title: Mf,JtM,AtJ /TJ Q Number of Credits: 3



Required

Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310

Foundational

Content


FC2 Lab Science

FC3 Social Science

_ FC3 History


Skills




~ CCS4 Quantitative Literacy


CCSG Collaboration

Personal and Social

Responsibility (PSR)





_ IP1 Knowledge

_ IP2 Experience

Form Submitter:---------------------------




Application for Inclusion in the General Education Curriculum

Area: CCS4 Quantitative Literacy

Course: Humanities 252 Contact Person: Andrea Donovan

Proposing Department: Humanities


1. Core syllabus common to all sections of the proposed course.

2. Narrative that explain how the proposed course addresses the description, learning outcomes, and course guidelines.

Humanities 252 is centered on the Middle Ages and the Renaissance. Mathematics and science directly impacted the development of art and architecture during the Middle Ages and the Renaissance. Approximate and linear perspective, vanishing points, mathematical analysis of perspective, and two point perspective was essential in the transition from the art and architecture during the Middle Ages and the Renaissance. Further, the weight load variables in the Romanesque buttressing versus the flying buttresses of the Middle Ages and the weight load variances in dome architecture during the Renaissance (Brunelleschi/Fiorence cathedral) solidify how mathematics directly influenced the art and architecture ofthe Middle Ages and the Renaissance.

3. Description of a specific student work product/assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery ofthe learning outcomes.

Students will write a 2 page paper/essay on how mathematics influenced the art and architecture of the Middle Ages/Renaissance. Students should also discuss the connection between mathematics and humanities. Students can include examples from art, music, and literature. Mathematical references will be required by using statistics, graphs, and/or the demonstration of the use of mathematics in either in relation to linear perspective or stress loads in the architectural use of the flying buttress, the pointed arch, and the vaulted arch.


CCS 4 requires students to demonstrate the abiiity to think open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications, and practical consequences.

Critical Capacities and Skills- (CCS 4)- Quantitative Literacy

Description:

"Students demonstrate the ability to think open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications, and practical consequences."

Intended Learning Outcomes:

Quantitative Literacy

Students will demonstrate:

1. the ability to analyze and interpret quantitative information.

2. the capacity to critically analyze the limitations and bias of quantitative information.

Course Guidelines:

1. The course5 will require students to complete and assignment that requires them to

critically analyze quantitative information and identify any limitations and bias of that

information.

Quantitative Advanced (4) Sufficient (3) Basic (2) Insufficient (1) Literacy Skill Interpretation Provides accurate Provides accurate Provides somewhat Attempts to

explanations of explanations of accurate explain information information explanations of information presented in presented in information presented in mathematical forms. mathematical presented in mathematical Makes appropriate forms. For mathematical forms, but draws inferences based on instance, forms, but incorrect that information. For accurately occasionally makes conclusions about example, accurately explains the trend minor errors what the explains the trend data shown in a related to information data shown in a graph. computations or means. For graph and makes units. For instance, example, reasonable accurately explains attempts to predictions regarding trend data shown in explain the trend what the data a graph, but may data shown in a suggest about future miscalculate the graph, but will events. slope of the trend frequently

line. misinterpret the nature of that trend, perhaps by confusing positive and negative trends.

Application/ Uses the quantitative Uses the Uses the Uses the Analysis analysis of data as quantitative quantitative quantitative

the basis for deep analysis of data as analysis of data as analysis of data and thoughtful the basis for the basis for as the basis for judgments, drawing competent workmanlike tentative, basic insightful, carefully judgments, (without inspiration judgments, qualified conclusions drawing or nuance, although is from this work. reasonable and ordinary) hesitant or

appropriately judgments, drawing uncertain about qualified plausible drawing conclusions from conclusions from conclusions from this work. this work. this work.

HUM252 Humanities: Gothic to 181

h Century FYE: "Math and the Mona Lisa: The Convergence of Math, Art, Science and Culture in the Middle

Ages."

Course Description:

Instructor: Dr. Andrea Donovan Office Hours: MIW 1:00-2:00, T/R 5:00-6:00

Additional Hours by appointment Office: 140 Hartnett Hall

Phone: 701-858-3819 Email: [email protected]

This course is designed to give a broad overview of western cultural history from the Gothic Age up to the 18th century. We will study intellectual, historical, and artistic trends within that historical period and analyze how these trends influenced the greater social and humanistic environment. We will be examining trends in the visual arts (architecture, painting, sculpture,) literature, and music and looking how these trends were both an influence and influenced by the social and political atmosphere of the times. This class is part of a learning community and is attached to two other courses: MATH 240 and INT 110. All students enrolled in HUM 110 should also be enrolled in both INT 110 and MATH 240.

Cohort Description: This FYE experience unites Humanities 252, Math 240, and Int II 0 in an attempt to understand the relationships between math, art, science, and culture. These courses will focus on interconnections between disciplines as diverse as art, science, and math, as well as their place within the culture of the Middle Ages and the Renaissance. We will discuss questions such as, what makes art "good" and how did medieval and Renaissance artists and writers incorporate science and math in their work. Incorporated into these discussions will be the link between "secret societies" and artists and writers.

Text: Cunningham, Lawrence and John Reich, "Culture and Values" Combined Text, 7d' Edition, Belmont, CA: Thomson Wadsworth, 2010. Required. Chaucer "The Canterbury Tales." Required. Bucklow, Spike, "The Alchemy of Paint." Required. Burke, Peter, "A Social History of Knowledge." Required.

Goals: As a General Education class, HUM 252 will address the basic General Education goals as follows: I) We will analyze the aesthetics, intellectual trends, and cultures of historical and contemporary periods to reach a "critical understanding." 2) We will identify the vocabulary and technical aspects to the discussion, viewing, and production of art, music, and literature as well as to define aspects of specific works and processes to reach a "factual understanding." 3) We will trace the influences and developmental processes throughout the historical development of the arts, music, and literature to reach a "historical understanding." 4) We will investigate how the people of different cultures express themselves through the arts, music, and literature to reach a "cultural understanding." 5) We will analyze the characteristics of the production and appreciation of the arts, music, and literature from the perspective of the people from various time periods and cultures as well as analyze what we personally value in the arts, music, and literature to reach an "aesthetic understanding."

Drop Policy: This course is part of a three course first-year learning community. These three courses are linked and must be taken together. If you decide to drop one of these courses, you will be required to drop all three. You will need to obtain a permission code from your INT 110 instructor and will be required to meet with your instructors prior to receiving this code. Dropping these courses could have a significant impact on your student record and financial aid. It is also recommended that, prior to dropping you consult with the financial aid office.

Class Format: We will be addressing class material with a variety of methods. While you can expect lecturing and audio/video presentations, you should also expect to be active in discussions and group exercises. I will also be asking you to go to art exhibits, on and off campus.

Grading: There will be three tests throughout the semester, the third being the final exam which will be minimally comprehensive. You can also expect quizzes, written work, and assignments throughout the semester. Your attendance and participation will also factor into your grade.

I will be providing you with a study guide for the three tests and detailed information on the final project.

Grade points: Test I~ IOOpoints Test 2 ~ I 00 points Test 3 ~ 140 points Quizzes/assignments ~ 80 points Attendance ~ 30 points Participation~ 30 points Final paper and project~ 120 points Total points~ 600 Given this point total, you would need the following number of points to receive the following grade:

540 points ~ 90% 480 points ~ 80% 420 points~ 70% 360 points ~ 60% Attendance: I expect you to attend all classes but do understand if an emergency arises. You may miss three classes with no consequences. Any additional missed classes will result in a subtraction of 5 points off the attendance portion of your grade per class missed. Please let me know in advance if there are special circumstances and be sure to email me the day of class so that I can update you. If you miss a test, you may take one make up test. You may not make up missed quizzes and assignments. The final test and the final paper/project must be turned in when due to avoid any deductions from your score.

Participation: Participation is regarded as your participation in group activities and discussions. If you are absent excessively, your participation grade will drop. I expect all students to read assigned materials so that you can participate in discussions.

Expectations: I expect all students to prepare for class by reading, studying, and completing all work by tbe assigned date. In return, you can expect that I will be available to help you if you are having difficulties in class or with an assignment. I am available for you during my office hours, by appointment, by email, or through my work phone number. I want tbis class to be a good experience for you and you should feel free to contact me if there are obstacles to keeping this from happening.

Taking Notes: Please be prepared to take notes in all classes during lectures and audio/visual presentations and movies. It is also a good idea to take notes on reading assignments. This will help you retain information and is a good guide when studying.

Academic Honesty: Minot State University is committed to academic honesty. Incidents of academic dishonesty may be documented by the faculty member with a copy of the documentation maintained by the department/division chair. A letter of explanation will be sent to tbe student. Cheating may affect the student in accordance to university policy. In my class, work which is suspect will be discussed witb the student and likely not to be accepted for any portion of credit. Academic dishonesty includes cheating on tests/assignments/papers, plagiarism (which is copying directly 7 or more words in sequence from another written source without proper notation or copying a significant idea from a source without proper notation,) submitting the same work/paper for more than one class, or altering tests/papers after grading.

Disabilities: In coordination with Disability Support Services, reasonable accommodations will be provided for qualified students with disabilities. Please meet with me in tbe first week of class to make arrangements. Accommodations and alternate format print materials are available through the Disability Support Service, located on campus in the lower level of Lura Manor, or by calling 701-858-3371 or by email at [email protected].

Minot State University does not discriminate on the basis of sex, religion, creed, national origin, race, age, disability, or any other basis prohibited by law. If you believe that you have been discriminated against unlawfully, please bring this matter to the attention of your instructor or the MSU's Human Resource Office at 701-858-3352.

Cell phones and recording devices: Cell phones should be turned off or turned to vibrate during class. Please do not answer phones during class. If there is an emergency and you need to answer your phone, please leave the room before speaking. Please do not use any recording devices, earphones, or computers during tests.



Course Subject and Number: -t-/ftJ--==~---3<-L!/0""'-----Course Title: i/JiaJJtl2J.J15/111

Number of Credits: ~3==· '--



Required

Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310

Foundational

Content


FC2 Lab Science

FC3 Social Science

_ FC3 History


Skills



'/.... CCS3 Critical Reading



CCS6 Collaboration

Personal and Social

Responsibility (PSR)





_ IP1 Knowledge

_ IP2 Experience

Form Submitter:----------------------------





Area: CCS3 Critical Reading

Course: ART310: Modernism



Contact Person: Andrea Donovan



"Modernism" is a course that addresses art in the modern age {1800 to 1960.) These years represent a variety of mindsets that span the end of traditional representation in the arts (narrative and realistic) to more expressionistic art. By examining the art and the writing/interpretation of art during this time, students can look at the way art and art criticism is interpreted. Beyond reading about this era, it is important to understand how people thought and wrote about art in a specific decade. For example, often a specific piece of art is viewed differently from contemporaries in 1817 versus contemporaries in 1914.

3. Description of a specific student work product/assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery of the learning outcomes.

Students will write a 3 page paper about modernism. They will be assessed on their ability to analyze various writings about modernism and, more specifically, about how art critics and artists thought about the art of their time. Students will then need to analyze the differences between the interpretation of a specific artwork from a contemporary critic/observer versus a current critic/observer.


CCS 3 requires students to demonstrate the ability to think open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications, and practical consequences.

Critical Capacities and Skills- (CCS 3)- Critical Reading

Description:

"Students demonstrate the ability to think open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications, and practical consequences."


A. Critical Reading


1. the ability to recognize possible implications of a text beyond the author's overt message.

2. the capacity to evaluate a text according to its scholarly contributions and consequences.

3. the ability to engage in reading as part of a continuing dialogue within and beyond a discipline or community of readers.

4. the capacity to discuss texts, verbally and in written form, with an independent intellectual perspective.

Course Guidelines:

1. The courses-will require students to complete one or more assignments that require them

to read texts relevant to course content and to critically analyze and discuss those texts

orally and in writing.


Critical Reading Skill Advanced {4) Sufficient {3) Basic {2) Insufficient {1)

Contextualization Evaluates texts Uses texts to Reads with the Approaches texts

according to their develop a intention of in the contexts of

scholarly foundation of building assignments with

contributions and disciplinary disciplinary the intention of

consequences knowledge and to knowledge. finding right

raise and explore answers and

important learning facts and

questions. concepts to

display for credit.

Interpretation Engages in reading as Articulates an Reads Can identify

part of a continuing understanding of purposefully, interpretive

dialogue within and the multiple ways choosing among strategies, relying

beyond a discipline of reading and interpretive on the instructor

or community of the range of strategies for clarification of

readers. interpretive depending on the the task.

strategies purpose of the

particular to reading.

one's discipline(s)

or in a given

community of

readers.

Academic discourse Discusses texts, Elaborates on Discusses texts in Comments about

verbally and in texts so as to structured texts in ways that

written form, with an deepen or conversations in preserve the

independent enhance a ways that author's meanings

intellectual discussion. contribute to a and link them to

perspective. basic, shared an assignment.

understanding of

the text.

ART 310

Modernism Instructor: Dr. Andrea Donovan

Office hours: MIW 3:00-5:00; T/R 5:00-6:00 Additional hours by appointment

Office: 140 Hartnett Hall Phone: 701-858-3819

Email: [email protected]

Course Description: Modernism in art is not a strictly defined term but generally refers to the mid-19th century to the mid-20th century. This was a period of rapid and radical change ranging from the works of realism and impressionism from the mid-19th century to the works of abstract expressionism and the beginnings of pop art from the mid-20th century. This course will emphasize and analyze the visual arts and architecture during these I 00 years.

Text: Amason, H.H. and Peter Kalb, "History of Modern Art" ih Edition, Upper Saddle River, NJ: Prentice Hall, 2013. Required.

Goals: Since many students in this course have taken previous art history courses you should have a working knowledge of the general aspects of art throughout history. With this as a starting point, the goals of this class are to delve more thoroughly into the aesthetic environment of the modern period. We will analyze the visual arts, trace the influences and developmental process, identify the vocabulary and technical aspects, investigate the variety of cultural influences including the notion of a global culture, and look at the characteristics of the production and the technology of the modern era. As more advanced students in art history, you will be working on being able to better express your own opinions and interests in relation to modern visual arts.

Class Format: We will be addressing class material with a variety of methods. While you can expect some lecturing and audio/video presentations, you should also expect to be active in discussions and group exerCises.

Grading: There will be three tests throughout the semester, the third being the fmal exam which will be minimally comprehensive. The exams are generally in an essay format. You may also expect small quizzes and assignments throughout the semester. You will also be required to complete a final paper, approximately 10 pages in length, on a topic of your choice from the chapters in the text that we will be covering this semester. Your attendance and participation will also factor into your grade. All papers and assignments should to be turned in by the end of the hour that they are due with some exceptions. Hard copies are preferred.

I will be providing you with a study guide for the three tests and detailed information on the final paper.

Grade points: Test 1 = 100 points Test 2 = 100 points Test 3 = 140 points Quizzes/assignments = 80 points Attendance = 30 points Participation= 30 points Final paper = 120 points Total points= 600

Given this point total, you would need the following number of points to receive the following grade:

540 points = 90% 480 points = 80% 420 points= 70% 360 points= 60%

Attendance: I expect you to attend all classes but do understand if an emergency arises. If you miss more than 3 classes, you will lose 5 points off the attendance portion of your grade. Further, some missed assignments and quizzes cannot be made up. If you need to be absent on a test day, you can make up the test within a week of your return to class. The final test and the final paper must be turned in when due to avoid a deduction in your grade. This policy can be revised should you encounter unexpected situations but will be addressed on an individual level.


Expectations: I expect ali students to prepare for class by reading, studying, and completing all work by the assigned date. In return, you can expect that I will be available to help you if you are having difficulties in class or with an assignment. I am available for you during my office hours, by appointment, by email, or through my work and home phone number. I want this class to be a good experience for you and you should feel free to contact me ifthere are obstacles to keeping this from happening.


Academic Honesty: Minot State University is committed to academic honesty. Incidents of academic dishonesty may be documented by the faculty member with a copy ofthe documentation maintained by the department/division chair. A letter of explanation will be sent to the student. Cheating may affect the student in accordance to university policy. In my class, work which is suspect will be discussed with the student and likely not to be accepted for any portion of credit. Academic dishonesty includes cheating on tests/assignments/papers, plagiarism (which is copying directly 7 or more words in sequence from another written source without proper notation or copying a significant idea from a source without proper notation,) submitting the same work/paper for more than one class, or altering tests/papers after grading.

Disabilities: In coordination with Disability Support Services, reasonable accommodations will be provided for qualified students with disabilities. Please meet with me in the first week of class to make arrangements. Accommodations and alternate format print materials are available through the Disability Support Service, located on campus in the lower level of Lura Manor, or by calling 701-858-3371 or by email at [email protected].

Minot State University does not discriminate on the basis of sex, religion, creed, national origin, race, age, disability, or any other basis prohibited by law. If you believe that you have been discriminated against unlawfully, please bring this matter to the attention of your instructor or the MSU's Human Resource Office at 701-858-3352.




Course Subject and Number: A1e7 3 /( Number of Credits: 3 course Title: Po 57 MD ])~fJ f3U.--Check only one of the topic areas below. If a course is going to meet more than one topic area


Required Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310



FC2 Lab Science

FC3 Social Science

_ FC3 History




~ CCS3 Critical Reading



CCS6 Collaboration






_ IP1 Knowledge

_ IP2 Experience

Form Submitter:---------------------------





Area: CCS3 Critical Reading

Course: ART 311: Postmodernism Contact Person: Andrea Donovan





"Postmodernism" is a course that addresses art in the postmodern age (1970 to the present.) With the postmodern age, there is a divergent mind set that is atypical of traditional art history. In this course, we look at why is art thought of differently towards the end of the 201

h century into the early 21'1 century. It is essential that students look at a variety of reading assignments to understand what postmodernism represents. By reading a variety of texts, ranging from the Pruitt-lgue demolition (stating the end of modernism and beginning of postmodernism) to the current texts that explain the trends of postmodernism and even, post-postmodernism, students can better understand how these terms are connected to our aesthetic culture.


Students will write a 3 page paper about postmodernism. They will be assessed on their ability to analyze various readings regarding modernism and postmodernism comparing the two eras. Students will need to state what modernism is and what postmodernism is and base this on specified readings. Then, students will need to provide evidence from their reading how modernism and postmodernism is represented through literature. Finally, students will need to write about the difference (if there is one) between what they are reading about and what is being represented in the art world.


CCS 3 requires students to demonstrate the ability to think open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications, and practical consequences.


Description:

"Students demonstrate the ability to think open-mindedly within alternative systems of

thought, recognizing and assessing their assumptions, implications, and practical consequences."


A. Critical Reading


1. the ability to recognize possible implications of a text beyond the author's overt

message.

2. the capacity to evaluate a text according to its scholarly contributions and

consequences.

3. the ability to engage in reading as part of a continuing dialogue within and beyond a

discipline or community of readers. 4. the capacity to discuss texts, verbally and in written form, with an independent

intellectual perspective.

Course Guidelines:

1. The courses-will require students to complete one or more assignments that require them

to read texts relevant to course content and to critically analyze and discuss those texts

orally and in writing.


Critical Reading Skill Advanced (4} Sufficient (3) Basic (Z) Insufficient (1)

Contextualization Evaluates texts Uses texts to Reads with the Approaches texts according to their develop a intention of in the contexts of scholarly foundation of building assignments with contributions and disciplinary disciplinary the intention of consequences knowledge and to knowledge. finding right

raise and explore answers and important learning facts and questions. concepts to

display for credit.

Interpretation Engages in reading as Articulates an Reads Can identify

part of a continuing understanding of purposefully, interpretive

dialogue within and the multiple ways choosing among strategies, relying

beyond a discipline of reading and interpretive on the instructor

or community of the range of strategies for clarification of

readers. interpretive depending on the the task.

strategies purpose of the

particular to reading.

one's discipline(s)

or in a given

community of

readers.

Academic discourse Discusses texts, Elaborates on Discusses texts in Comments about

verbally and in texts so as to structured texts in ways that

written form, with an deepen or conversations in preserve the

independent enhance a ways that author's meanings

intellectual discussion. contribute to a and link them to

perspective. basic, shared an assignment.

understanding of

the text.

Course Description:

ART311 Postmodernism

3:30-4:45 329 HHW Instructor: Dr. Andrea Donovan

Office hours: MIW/F 1-2; TR 5:00-7:00 Additional Hours by Appointment



The term "postmodernism" was originally coined as a reaction against modernism in architecture in the late 1960's and became the common descriptor to the same reaction against modernism in the general visual arts in the 1970's. Because we are presently in this same reactionary period and because postmodemism does not have a Jot of clearly defined characteristics, it is difficult to ascertain exactly when it began and when it will end. For the purposes of this course, we will study art since abstract expressionism from the 1960's to the present. It is an exciting time to analyze art because there are so few restrictions to the production, showing, and values of the visual arts.

Text: Amason, H.H. and Peter Kalb, "History of Modern Art" 7th Edition, Upper Saddle River, NJ: Prentice Hall, 2013. Required. Note: If you have the 6th Edition, you can use that text instead.

Goals: The goals of this course are to delve into the aesthetic environment of the past decades. We will analyze the visual arts, trace the influences and developmental process, identify the vocabulary and technical aspects, investigate the variety of cultural influences including the notion of a global culture, and look at the characteristics of the production and the technology of the postmodern era. This will include looking into the art production of current artists in the contemporary scene. As more advanced students in art history, you will be working on being able to better express your own opinions and interests in relation to postmodem visual arts.

Class Format: We will be addressing class material with a variety of methods. While you can expect some lecturing and audio/video presentations, you should also expect to be active in discussions and group exercises.

Grading: There will be three tests throughout the semester, the third being the final exam which will be n1inimally comprehensive. The exams will all be take home essay. You can also expect additional assignments throughout the semester. You will be required to complete a final paper, approximately 12 pages in length, on a topic of your choice. Your attendance and participation will also factor into your grade.

I will be providing you with more detailed information on the tests and final paper.

Grade points: Test 1 = 100 points Test 2 = 1 00 points Test 3 = 100 points Quizzes/assignments = 80 points Attendance = 25 points Participation = 25 points Final paper = 170 points Total points = 600


540 points = 90% 480 points = 80% 420 points= 70% 360 points= 60%

Attendance: I expect you to attend all classes but do understand if an emergency arises. If you miss more than 3 classes, you will lose 5 points off the attendance portion of your grade for each class missed. This policy can be revised should you encounter unexpected situations but will be addressed on an individual level.


Expectations: I expect all students to prepare for class by reading, studying, and completing all work by the assigned date. In return, you can expect that I will be available to help you if you are having difficulties in class or with an assignment. I am available for you during my office hours, by appointment, by email, or through my work and home phone number. I want this class to be a good experience for you and you should feel free to contact me if there are obstacles to keeping this from happening.


Academic Honesty: Minot State University is committed to academic honesty. Incidents of academic dishonesty may be documented by the faculty member with a copy of the documentation maintained by the department/division chair. A letter of explanation will be sent to the student. Cheating may affect the student in accordance to university policy. In my class, work which is suspect will be discussed with the student and likely not to be accepted for any portion of credit. Academic dishonesty includes cheating on tests/assignments/papers, plagiarism (which is copying directly 7 or more words in sequence from another written source without proper notation or copying a significant idea from a source without proper notation,) submitting the same work/paper for more than one class, or altering tests/papers after grading.

Disabilities: In coordination with Disability Support Services, reasonable accommodations will be provided for qualified students with disabilities. Please meet with me in the first week of class to make arrangements.




Course Subject and Number: /!fL c/:10 Number of Credits: { {o Course Title: /ldvafl62d 9vcjj f fl {1t ffz"<;rjqry Check only one of the topic areas below. If a course is going to meet more than one topic area


Required Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310



FC2 Lab Science

FC3 Social Science

_ FC3 History



1>-S.. CCS2 Information Literacy




CCS6 Coiiaboration






_ IP1 Knowledge

_ IP2 Experience

Form Submitter:---------------------------





Area: CCS2 Information Literacy

Course: ART 420: Advanced Study in Art History Contact Person: Andrea Donovan





ART 420: Advanced Study in Art History is designed to allow students to delve deeply into their topic of choice. This topic is discussed between the student and the instructor to determine the relevance towards the student goals. The requirements of ART 420 is that students write a 25 page research paper with a minimum of 20 sources to document the information recorded in the paper. Sources need to include written/hard copy material, valid internet sources, and primary sources that can include oral interviews, art, and written documents. In all cases, the student needs to determine the legitimacy of the information prior to including the information in the paper.


The 25 page research paper is the assessable assignment for ART420. This paper absolutely requires a student to locate, evaluate, select, and assess relevant information. The concrete data found in this information then needs to be applied to the thesis statement and paper.


CCS 2 requires students to demonstrate the ability to locate, evaluate, select and assess relevant information, use abstract ideas to interpret information effectively, and come to well-reasoned conclusions and solutions

I I

I

Critical Capacities and Skills- (CCS 2) -Information Literacy

Description:

"Students will demonstrate the ability to locate, evaluate, select and assess relevant information, use abstract ideas to interpret information effectively, and come to well-reasoned conclusions and solutions."



1. the ability to determine the nature and extent of information needed. 2. the ability to access needed information effectively and efficiently. 3. the capacity to evaluate information and its sources critically. 4. individually, or as a member of a group, the ability to use information effectively in

order to accomplish a planned objective. 5. the ethical and legal use of information.

Course Guidelines:

1. The courses will require students to complete an assignment for which they will need to

find, access, evaluate, and use information.

2. The courses will require students to use appropriate information sources effectively and

ethically to resolve an information need presented by an assignment required for course

completion.


Information Advanced (4} Sufficient (3} Basic (2} Insufficient (1) Literacy Skill Determine the Effectively defines Defines the scope of Defines the scope of Has difficulty defining nature and the scope of the the research question the research question the scope of the extent of research question or thesis completely. or thesis incompletely research question or information or thesis. Can determine key (parts are missing, thesis. Has difficulty needed Effectively concepts. Information remains too broad or defining key concepts.

determines key sources selected two narrow, etc.). Information sources concepts. relate to concepts or Can determine key selected do not relate to Information answer research concepts. concepts or answer sources selected question. Information sources research question. directly relate to selected partially concepts or answer relate to concepts or research questions. answer research

question.

Access Locates reliable, Locates quality Locates needed Minimally successful at Information discipline-specific information on a topic information on a topic locating needed

information from a from a variety of from a variety of information. variety of sources. sources. sources.

Evaluate Selects high-quality Selects sources based Demonstrates a Selects information

information and its

sources that help on relevance rather beginning awareness sources without answer a precisely- than ease of of the importance of attention to matters of

sources defined research procurement. relevance when quality or relevance.

critically question. Pays selecting sources but attention to such selects sources based quality indicators on ease of as document type, procurement. publication source, author, and date of publication.

Use Communicates, Communicates, Communicates and Communicates information organizes, and organizes, and organizes information information from effectively to synthesizes synthesizes from sources. The sources. The accomplish a information from information from information is not yet information is planned sources to fully sources. Achieves synthesized, so the fragmented and/or used objective achieve a planned planned objective. planned objective is inappropriately

objective, with not fully achieved. (misquoted, taken out of clarity and depth. context, incorrectly

paraphrased, etc.), so the planned objective is not achieved.

Use Consistently and Consistently and Usually gives other Uses the ideas, words,

information ethically and

correctly gives correctly gives other people credit for their or images of other

legally other people credit people credit for their ideas, words, and people without for their ideas, ideas, words, and images. acknowledgment. words, and images, images. while effectively incorporating them

ART 420: Advanced Studies in Art History Arranged Class Meetings: Credits 1-6

Instructor: Dr. Andrea Donovan Office: 140 Hartnett Hall, Office hours by appointment

Phone: 701-858-3819 Email: [email protected]

Course Description: This course is open to advanced art history students for independent research in art history. A preliminary outline of the proposed research is required so that the student and instructor can discuss the research intended for feasibility of obtaining materials, the range of the subject and themes that will be addressed, and the monitoring process. While there are no specific prerequisites, the consent of the instructor is required. The number of credit hours will also need to be discussed prior to instructor consent. The extent of the expectations for ART420 will be determined by the subject matter to be addressed as well as the number of credit hours that the student will be taking. Subjects can range from a variety of mediums (painting, sculpture, photography, architecture,) a variety of artists or architects and their work, and a variety of time periods and cultures (western or non-western,) and a variety of thematic approaches.

Text: While there is no specific text, the student can expect that to work on a reading list with the instructor so that research can be addressed in a thorough and competent marmer. The student should also expect to gather information from a variety of sources, such as books, journals, the internet, and physical examination.

Goals: The purpose of ART420 is so that an advanced art history student can inspect a topic of their choice in a more detailed marmer than when taking a general class. This requires that a student work independently and in great detail with a specific subject. This can be a very rewarding step towards conducting independent research and delving into a subject that is truly interesting to that student.

Grading: The grading of ART420 is based on a prior agreement between the instructor and student. Grading criteria will include, but is not necessarily limited to, a 25 page research paper with a bibliography of 20 sources or more. Consistent correspondence between the instructor and student is expected. The student should also expect to write and cite sources according to a specific writing style, which will also be determined in the prior agreement. Proper grarmnar, writing, and citations will be criteria for grading.

Academic Honesty: Minot State University is committed to academic honesty. Academic dishonesty includes, but is not limited to, plagiarism (which is copying directly 7 or more words in sequence from another written source without proper notation or copying a significant idea from a source without proper notation) and submitting the same work/paper for more than one class.



Course Subject and Number: ./le,J ;? I~ Course Title: ,Afa tilf(L -tfm eDCa Q fh+

Number of Credits: .3__



Required Core

ENGlllO

ENGL120

COMM 110

MATH

_ INT 110/310



FC2 lab Science

FC3 Social Science

_ FC3 History



_ CCS2 Information literacy


_ CCS4 Quantitative literacy


CCS6 Coliaboration






';;t£.1P1 Knowledge

_ IP2 Experience

Form Submitter:---------------------------





Area: IPllnterconnecting Perspectives: Knowledge

Course: ART315: Native American Art Contact Person: Andrea Donovan



1. Syllabus.

2. Narrative that explains how the proposed course addresses the description, learning outcomes and course guidelines.

ART315: Native American Art discusses both North and South American indigenous art history. This includes art and architecture from the B.C. E. period to the C. E. period. By looking at Native American art as it developed through time and location, students examine the differences between Native American art and architecture and traditional western art and architecture.

3. Description of a specific student work product I assignment common to o/1 sections of the proposed course that can be evaluated to determine a student's mastery of the essential objectives.

Students will be required to write a 2 page comparative paper on how North and South American indigenous art compares to more traditional North/South American art. Students will also need to assess how North/South American art is relevant in the current global community.


IPl requires students to demonstrate through coursework an understanding of diversity both globally and within the United States. The work product must serve to assess student knowledge of classifications of diverse groups and populations. In addition the product must serve to assess the student's knowledge of the characteristics of at least one diverse population or group within the global community.

Interconnecting Perspectives- Area Four (IPl)- Knowledge

Description:

"Students will demonstrate through coursework an understanding of diversity both globally and within the United States."



1. knowledge of cultural self-awareness. 2. knowledge of cultural worldview frameworks. 3. curiosity about other cultures.

Course Guidelines:

1. The course must provide students with an assignment that assesses their awareness of cultural rules and biases.

2. The course must provide students with an assignment that assesses their understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

3. The course must provide students with an assignment that assesses their ability to ask questions about other cultures and seek out answers to these questions.

Assessment Rubrics for IPl:

IP Advanced (4) Sufficient (3) Basic (2} Insufficient (1) Knowledge Skill Knowledge Articulates insights into Recognizes new Identifies own Shows minimal Cultural self- own cultural rules and perspectives about cultural rules and awareness of own awareness biases (e.g. seeking own cultural rules biases (e.g. with a cultural rules and

complexity; aware of and biases (e.g. not strong preference for biases (even those how her/ his looking for those rules shared shared with own experiences have sameness; with own cultural group(s)) (e.g. shaped these rules, and comfortable with cultural group and uncomfortable with how to recognize and the complexities seeks the same in identifying possible respond to cultural that new others.) cultural differences biases, resulting in a perspectives offer.) with others.) shift in self-description.)

Knowledge Demonstrates Demonstrates Demonstrates partial Demonstrates surface Knowledge of sophisticated adequate understanding of the understanding of the cultural understanding of the understanding of complexity of complexity of worldview complexity of the elements important elements important to frameworks elements important to complexity of to members of members of

members of elements important another culture in another culture in another culture in to members of relation to its history, relation to its history, relation to its history, another culture in values, values, values, relation to its politics, politics, politics, communication history, values, communication communication styles, styles, economy, or politics, styles, economy, or economy, or beliefs beliefs communication beliefs and practices. and practices. styles, economy, or and practices.

beliefs and practices.

Attitudes Asks complex questions Asks deeper Asks simple or States minimal Curiosity about other cultures, questions about surface questions interest in learning

seeks out and other cultures and about other cultures. more about other articulates answers to seeks out answers cultures. these quest ions that to these questions. reflect multiple cultural perspectives.

Course Description:

ART315 Native American Art 230B Hartnett Hall

T-Th 2:00-3:15 Instructor: Dr. Andrea Donovan Office hours: MIW 12-1, T/R 3-4 Additional hours by appointment



Art 315 explores a variety of Native American art from ancient to modem and from South America, Central America, and North America. The emphasis will be on the cultural differences between the North American and South American native cultures and the western culture. The North American cultures will range from the North, the Northwest coast, the East, the Southwest, and the West. The South and Central American cultures will examine trends before and after the influx of European influences. Each of the regions and time periods will be studied in terms of Native American aesthetics, which merges craft, art, and architecture, connects art to ceremony and ritual, and is imbued with mythic and cultural features. A portion of the course will deal with social and historical factors that influenced and were influenced by Native American expression through aesthetics.

Texts: Janet C. Berlo & Ruth B. Phillips Native North American Art Oxford, 1998. Required. John F. Scott Latin American Art: Ancient to Modern University Press of Florida, 1999. Required.

Course Goals: Students will: 1. Develop an understanding of the variety of Native American cultures, arts, and crafts by

thinking critically (conceptualizing, applying, analyzing, synthesizing, and evaluating) about its various characteristics.

2. Better understand the processes and techniques involved in the production of an art or craft item.

3. Connect the characteristic features of art and craft production and use to specific Native American regions and tribes.

4. Analyze the connection to myth, ceremony, and culture that embodies a work of art, craft, or building site.

' r' .... . . 1 ...1 t.... • 1 £' t • ., 1 .... _,, ....... oru,ect tue va..J.ous soc1ar atJ.u u1stoncat aspects 01 eacn reg1on or trioe to art ana cran production or to building or site organization or placement.

6. Develop an understanding of the aesthetics ofNative American arts and crafts by producing and evaluating arts and crafts.

7. Evaluate the similarities and differences between Native American culture and aesthetics in relation to traditional Western influences of Europe and the United States.

Class Format: We will be addressing class material with a variety of methods. While you can expect lecturing and audio/video presentations, you should also expect to be active in discussions and group exercises. We will also incorporate the production of Native American arts.

Grading: There will be three tests throughout the semester, the third being the final exam which will be minimally comprehensive. You can also expect quizzes, written work, and assignments throughout the semester. You will also be required to complete a final paper, approximately 9 pages in length. Your attendance and participation will also factor into your grade.

I will be providing you with a study guide for the three tests and more detailed information on the final paper.

Grade points: Test 1 = 100 points Test 2 = 100 points Test 3 = 140 points Quizzes/assignments = 80 points Attendance= 30 points Participation = 30 points Final paper = 120 points Total points = 600


540 points = 90% 480 points = 80% 420 points = 70% 360 points = 60%

Attendance: I expect you to attend all classes but if an emergency arises, you should contact me via email within 24 hours after class to see what work you missed. You may miss three classes with no consequences. Any additional missed classes will result in a subtraction of 5 points off the attendance portion of your grade per every two classes. Further, if you arrive over 5 minutes late or leave over 5 minutes early from any class, this will count as an absence. Please let me know in advance if there are special circumstances. If you miss a test, you have one week upon your return to class to make up that test with the exception of the fmal exam, which you will need to take according the Spring final schedule as determined by ~v1SU. You may not n1ake up n1issed quizzes and assignments. The final test and final paper must be turned in when due to avoid any deductions from your score. This policy can be revised should you encounter unexpected situations but will be addressed on an individual level.

Participation: Participation is regarded as your participation in group activities and discussions. If you are absent excessively, your participation grade will drop. I expect all students to read assigned materials before they will be addressed in class so that you can participate in discussions.

Expectations: I expect all students to prepare for class by reading, studying, and completing all work by the assigned date. In return, you can expect that I will be available to help you if you are having difficulties in class or with an assignment. I am available for you during my office hours, by appointment, by email, or through my work and home phone number. I want this class to be a good experience for you and you should feel free to contact me ifthere are obstacles to keeping this from happening.







Course Subject and Number: /f.!(Z/3/5 Number of Credits: 3 course Title: _ 4 /lr.--"--'-'o:LLh-l-'W,--'---'=':_,/Imt-lL-L.."'-'"en"-'---J,C..,_a"""-r?-'---'--'f!A±"'-

1-'="---------



Required Core

ENGL 110

ENGL 120

COMM 110

MATH

_ INT 110/310



FC2 Lab Science

FC3 Social Science

_ FC3 History



~ CCS2 Information Literacy




CCS6 Collaboration






_ IP1 Knowledge

_ IP2 Experience

Form Submitter:---------------------------





Area: CCS2 Information Literacy

Course: ART 315: Native American Art Contact Person: Andrea Donovan





ART315: Native American Art discusses both North and South American indigenous art history. This includes art and architecture from the B.C. E. period to the C. E. period. By looking at Native American art as it developed through time and location, students examine the differences between Native American art and architecture and traditional western art and architecture. Information literacy is required in the research of indigenous art and architecture since it is important to verify the sources to be sure that information is factual.

3. Description of a specific student work product/assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery of the learning outcomes.

The final paper for ART315 is a 10 page paper that requires students to write about a relevant topic of their choice. It is required that students include a bibliography that not only addresses the topic but provides several viewpoints/perspectives on the topic. This will require students to provide factual evidence for their thesis argument but to also provide alternating arguments.


CCS 2 requires students to demonstrate the ability to locate, evaluate, select and assess relevant information, use abstract ideas to interpret information effectively, and come to well-reasoned conclusions and solutions.

Critical Capacities and Skills- (CCS 2} -Information Literacy

Description:

"Students will demonstrate the ability to locate, evaluate, select and assess relevant information, use abstract ideas to interpret information effectively, and come to well-reasoned conclusions and solutions."



1. the ability to determine the nature and extent of information needed. 2. the ability to access needed information effectively and efficiently. 3. the capacity to evaluate information and its sources critically. 4. individually, or as a member of a group, the ability to use information effectively in

orderto accomplish a planned objective. 5. the ethical and legal use of information.

Course Guidelines:

1. The courses will require students to complete an assignment for which they will need to

find, access, evaluate, and use information.

2. The courses will require students to use appropriate information sources effectively and

ethically to resolve an information need presented by an assignment required for course

completion.


Information Advanced {4) Sufficient {3) Basic (2) Insufficient (1) Literacy Skill Determine the Effectively defines Defines the scope of Defines the scope of Has difficulty defining nature and the scope of the the research question the research question the scope of the extent of research question or thesis completely. or thesis incompletely research question or information or thesis. Can determine key (parts are missing, thesis. Has difficulty needed Effectively concepts. Information remains too broad or defining key concepts.

determines key sources selected two narrow, etc.). Information sources concepts. relate to concepts or Can determine key selected do not relate to Information answer research concepts. concepts or answer sources selected question. Information sources research question. directly relate to selected partially concepts or answer relate to concepts or research questions. answer research

question.

Access Locates reliable, Locates quality Locates needed Minimally successful at Information discipline-specific information on a topic information on a topic locating needed

information from a from a variety of from a variety of information. variety of sources. sources. sources.

Evaluate Selects high-quality Selects sources based Demonstrates a Selects information

information and its

sources that help on relevance rather beginning awareness sources without answer a precisely- than ease of of the importance of attention to matters of

sources defined research procurement. relevance when quality or relevance.

critically question. Pays selecting sources but attention to such selects sources based quality indicators on ease of as document type, procurement. publication source, author, and date of publication.

Use Communicates, Communicates, Communicates and Communicates information organizes, and organizes, and organizes information information from effectively to synthesizes synthesizes from sources. The sources. The accomplish a information from information from information is not yet information is planned sources to fully sources. Achieves synthesized, so the fragmented and/or used objective achieve a planned planned objective. planned objective is inappropriately

objective, with not fully achieved. (misquoted, taken out of clarity and depth. context, incorrectly

paraphrased, etc.), so the planned objective is not achieved.

Use Consistently and Consistently and Usually gives other Uses the ideas, words,

information ethically and

correctly gives correctly gives other people credit for their or images of other

legally other people credit people credit for their ideas, words, and people without for their ideas, ideas, words, and images. acknowledgment. words, and images, images. while effectively incorporating them

I into a cohesive text.

ART315 Native American Art 230B Hartnett Hall

T-Th 2:00-3:15 Instructor: Dr. Andrea Donovan Office hours: M/W 12-1, T 1R 3-4 Additional hours by appointment



Course Description: Art 315 explores a variety of Native American art from ancient to modem and from South America, Central America, and North America. The emphasis will be on the cultural differences between the North American and South American native cultures and the western culture. The North American cultures will range from the North, the Northwest coast, the East, the Southwest, and the West. The South and Central American cultures will examine trends before and after the influx of European influences. Each of the regions and time periods will be studied in terms of Native American aesthetics, which merges craft, art, and architecture, connects art to ceremony and ritual, and is imbued with mythic and cultural features. A portion of the course will deal with social and historical factors that influenced and were influenced by Native American expression through aesthetics.

Texts: Janet C. Berlo & Ruth B. Phillips Native North American Art Oxford, 1998. Required. John F. Scott Latin American Art: Ancient to Modern University Press of Florida, 1999. Required.

Course Goals: Students will: 1. Develop an understanding of the variety of Native American cultures, arts, and crafts by

thinking critically (conceptualizing, applying, analyzing, synthesizing, and evaluating) about its various characteristics.

2. Better understand the processes and techniques involved in the production of an art or craft item.

3. Connect the characteristic features of art and craft production and use to specific Native American regions and tribes.

4. Analyze the connection to myth, ceremony, and culture that embodies a work of art, craft, or building site.

5.

6.

7.

l"'nnmJ:>I'f tha 'l7ar_,..jA11CO co..-..ro;<:>l arrl t.,_;c-+.-...,..iroal aco .... oro+<" ro..f' .o.nn"J.. ... ""...,.;,.....,... .-....- +....:\....,. +..-.. n..-i- ..,....,r1 ..-.. ... n.A. ..._,._,.._ .1.'"''-'" L .. U."-' v J.VU~ ~vvu.u J.U .U.J..;>~VJ.J.V J. ~J:'VVI.~ VJ. VU"'U J.WOJ.VJ.J. VJ. UJ.U\,1 LV aJ.I. QJ.J.U \.l.laJ.L

production or to building or site organization or placement. Develop an understanding of the aesthetics of Native American arts and crafts by producing and evaluating arts and crafts. Evaluate the similarities and differences between Native American culture and aesthetics in relation to traditional Western influences of Europe and the United States.

Class Format: We will be addressing class material with a variety of methods. While you can expect lecturing and audio/video presentations, you should also expect to be active in discussions and group exercises. We will also incorporate the production of Native American arts.

Grading: There will be three tests throughout the semester, the third being the final exam which will be minimally comprehensive. You can also expect quizzes, written work, and assignments throughout the semester. You will also be required to complete a final paper, approximately 9 pages in length. Your attendance and participation will also factor into your grade.

I will be providing you with a study guide for the three tests and more detailed information on the final paper.

Grade points: Test I = 1 00 points Test 2 = 100 points Test 3 = 140 points Quizzes/assignments = 80 points Attendance = 30 points Participation= 30 points Final paper = 120 points Total points= 600


540 points = 90% 480 points = 80% 420 points= 70% 360 points = 60%

Attendance: I expect you to attend all classes but if an emergency arises, you should contact me via email within 24 hours after class to see what work you missed. You may miss three classes with no consequences. Any additional missed classes will result in a subtraction of 5 points off the attendance portion of your grade per every two classes. Further, if you arrive over 5 minutes late or leave over 5 minutes early from any class, this will count as an absence. Please let me know in advance if there are special circumstances. If you miss a test, you have one week upon your return to class to make up that test with the exception of the final exam, which you will need to take according the Spring final schedule as determined by :f\ .. 1SU. You may not make up missed quizzes and assignments. The final test and final paper must be turned in when due to avoid any deductions from your score. This policy can be revised should you encounter unexpected situations but will be addressed on an individual level.

Participation: Participation is regarded as your participation in group activities and discussions. If you are absent excessively, your participation grade will drop. I expect all students to read assigned materials before they will be addressed in class so that you can participate in discussions.

Expectations: I expect all students to prepare for class by reading, studying, and completing all work by the assigned date. In return, you can expect that I will be available to help you if you are having difficulties in class or with an assignment. I am available for you during my office hours, by appointment, by email, or through my work and home phone number. I want this class to be a good experience for you and you should feel free to contact me if there are obstacles to keeping this from happening.






Area: CCS4 Quantitative Literacy

Course: ART 112: Computer Graphics

Contact Person/s: Bill Harbort/Russ Hanson

Proposing Department: Art


1. Core syllabus


This course introduces students to the fundamental concepts and operations of vector and raster imaging. The exploration of Adobe Photoshop, Illustrator and In Design allows students to discover resolution ratios, imaging proportion and sequential problem solving.

3. Description of a specific student work product! assignment common to all sections of the proposed course that can be evaluated to determine a student's mastery of the learning outcomes.

A final project that includes students moving images and graphics from one application to another, therefore learning size conversions such as screen resolutions to print size and and converting pixels per inch to dots per inch.

Computer Graphics Art 112 Fall2014

Instructor: Russ Hanson Office: 231 Hartnett Hall- Phone# 858-3415 e-mail: [email protected] Office Hours: Monday-Friday 8:00 - 12:00

Course Description: An introduction to the computer as it applies to page layout, digital imaging, and the visual arts. We will meet Tuesday and Thursday I :30-4:20.

Objectives and Outcomes: In this introductory level course in computer graphics, students will investigate the practical applications of computer graphics. They will gain technical skills on computers and use the popular design tools and software. The classroom experience will strengthen self-critique and discussion/defense of their work. Students will establish a foundation to continue the artistic experience beyond this class; "Making art- how and why".

Course Content: see attached course schedule

3 credits I 6 studio hours per week in class I estimated 6- 12 project hours per week out of class

Required Texts: Photoshop CS6 Digital Classroom, (Book and Video Training) Jennifer Smith, AGI Creative Team ISBN: 9781118123898

Illustrator CS6 Digital Classroom, (Book and Video Training) AGI Creative Team, Jennifer Smith ISBN: 9781118124079

Suggested supplies: (TBA)

Classroom I studio availability: Building Hours: Monday through Friday 7 am- 10 pm and/or by appointment

Special Fees: Upon registration $25.00 covers classroom supplies. Students using excessive supplies may be charged an additional fee

Course Structure: Classroom lectures, presentations and dialogue will engage students in the design process. Assignments are given during lecture classes and students are required to bring materials to begin problem solving. Some classes are entirely devoted to this process and are referred to as lab class. Students will also be required to write research papers and visit galleries throughout the semester. Students will present assignments during critiques and will reinforce concepts through dialog.

Grading: There will be a total of350 points available. (Total points subject to change.)

350-315=A 314- 280 = B 279-245 = c 244-210=D 209-000 =F

Attendance and Late Work: • Students must attend all classes There are exceptions: they are rare. If there are four missed classes during a semester the student will be dropped one letter grade; if there are five missed classes the student will drop two letter grades etc ... Be sure to contact the instructor before the absence, during or directly after for a brief discussion about missed material. • Students must be on time and stay the duration (3 late occurrences = 1 absence) (3 early exits = 1 absence) • Students must complete all projects • Students must complete projects on time

Late work will drop 10 percent for each day that the assignment is late. (contact me about turning in late work}

• Students must actively participate in class and display a relative degree of developing talent

Statement of Academic Integrity: In the creation of works of art, originality is one of the most important factors taken into consideration. Without originality an artist can not expect to be taken seriously by the art world. You can not participate in exhibitions or competitions and your work will be considered unprofessional. It is expected that all artwork created in the academic setting be original. Unless an assignment given stipulates that another piece of art is to be studied or a student has obtained prior permission to copy a particular work of art with a specific educational goal accomplished, copying art in the classiOOm is consideied plagiarism and will be treated as such. Under no condition can any other piece of art, but images should not be copied unless an assignment stipulates that specifically. A first offense for plagiarism will result in the student receiving a failing grade for the project. A second offense will result in automatic failure of the course.

Disability Policy: In coordination with the Disability Support Services, reasonable accommodations will be provided for qualified students with disabilities (LD, Orthopedic, Hearing, Visual, Speech, Psychological, ADD/ADHD, Health Related and other). Please meet with the instructor during the first week of class to make arrangements. Accommodations and alternative format print materials (large print, audio, disk or braille) are available through Disability Support Service, located on campus in the basement of Lura Manor, or by calling 701-858-3371 or email: [email protected].

Cellphone Policy: First and foremost they should be turned off and out of sight during your time in the classroom. • If they indeed must be on (family emergency, sick child etc.) please place them on vibrate. • If you need to answer your phone during class, then get up and leave the room with the least amount of disruption possible. • Do not text message during class.

lpod Policy: The use oflpods or other personal music listening devices during class time is also discouraged. Listening to your tunes does not allow you to participate properly in the class.

Art Department Policy: The Minot State University Art Department is not responsible for any project's, supplies and materials left by students after semester's end. Remaining items may be discarded, used as fundraising materials, retained as educational examples or become part of the permanent student art collection.

Grading Criteria

commitment: a committing, being committed to do something, a pledge or promise to do something.

intensity: the quality of being intense, great energy or vehemence of emotion, thought, or activity. degree or extent; relative strength, magnitude, vigor.

effort: the using of energy to get something done; exertion of strength or mental power, a try, a hard try; attempt; endeavor, a product or result of working or trying, achievement.

responsibility: condition, quality, fact, or instance of being responsible; obligation, accountability, dependability, a thing or person for whom one is responsible.

skill: great ability or proficiency; expertness that comes from training or practice; an art, craft or science; knowledge, understanding, or judgment.

craftsmanship: skill, artistry or precision.

creativity: artistic or intellectual inventiveness.

originality: the ability to be original, inventive, or creative, the quality or condition of being original.

development: a step or stage in growth, advancement, an event or happening.

growth: the process of growing or developing; gradual development toward maturity.

A consistently reflects all of the above terms. B regularly reflects many of the above terms. C sometimes reflects many of the above te1ms. D work rarely reflects any of the above terms. F never reflects any of the above terms.

Computer Graphics Art 112 Instructor: Russ Hanson

Photoshop Tutorials (30)

Photoshop Test 1. (50)

Photoshop Projects 1. (20) (40)

Illustrator Tutorials (30)

Illustrator Test I. (20)

Illustrator Project (20) (20)

InDesign Project (40)

Research Projects 1. (20) 2. (20)

Final Test (40)

faculty senate minutes approved by faculty senate on ...€¦ · an sga volunteer activity will be...

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